tests/vcr_cassettes/indicators.json
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body: {string: "[{\"page\":1,\"pages\":1,\"per_page\":\"100000\",\"total\":16848},[{\"id\":\"1.0.HCount.1.90usd\",\"name\":\"Poverty
Headcount ($1.90 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2011 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.0.HCount.2.5usd\",\"name\":\"Poverty
Headcount ($2.50 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.0.HCount.Mid10to50\",\"name\":\"Middle
Class ($10-50 a day) Headcount\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.0.HCount.Ofcl\",\"name\":\"Official
Moderate Poverty Rate-National\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income below the official poverty
line developed by each country.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of data from National Statistical Offices.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.HCount.Poor4uds\",\"name\":\"Poverty Headcount ($4 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.0.HCount.Vul4to10\",\"name\":\"Vulnerable
($4-10 a day) Headcount\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.0.PGap.1.90usd\",\"name\":\"Poverty
Gap ($1.90 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
poverty gap captures the mean aggregate income or consumption shortfall relative
to the poverty line across the entire population. It measures the total resources
needed to bring all the poor to the level of the poverty line (averaged over
the total population). \",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.PGap.2.5usd\",\"name\":\"Poverty Gap ($2.50 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.PGap.Poor4uds\",\"name\":\"Poverty Gap ($4 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.PSev.1.90usd\",\"name\":\"Poverty Severity ($1.90 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.PSev.2.5usd\",\"name\":\"Poverty Severity ($2.50 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.0.PSev.Poor4uds\",\"name\":\"Poverty Severity ($4 a day)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.HCount.1.90usd\",\"name\":\"Poverty Headcount ($1.90 a
day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
poverty headcount index measures the proportion of the population with daily
per capita income (in 2011 PPP) below the poverty line.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.HCount.2.5usd\",\"name\":\"Poverty Headcount ($2.50 a
day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
poverty headcount index measures the proportion of the population with daily
per capita income (in 2005 PPP) below the poverty line.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.HCount.Mid10to50\",\"name\":\"Middle Class ($10-50 a day)
Headcount-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
poverty headcount index measures the proportion of the population with daily
per capita income (in 2005 PPP) below the poverty line.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.HCount.Ofcl\",\"name\":\"Official Moderate Poverty Rate-
Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
poverty headcount index measures the proportion of the population with daily
per capita income below the official poverty line developed by each country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of data from National Statistical Offices.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.HCount.Poor4uds\",\"name\":\"Poverty Headcount ($4 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.1.HCount.Vul4to10\",\"name\":\"Vulnerable
($4-10 a day) Headcount-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.1.PGap.1.90usd\",\"name\":\"Poverty
Gap ($1.90 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate income
or consumption shortfall relative to the poverty line across the entire population.
It measures the total resources needed to bring all the poor to the level
of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.PGap.2.5usd\",\"name\":\"Poverty Gap ($2.50 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.PGap.Poor4uds\",\"name\":\"Poverty Gap ($4 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.PSev.1.90usd\",\"name\":\"Poverty Severity ($1.90 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.PSev.2.5usd\",\"name\":\"Poverty Severity ($2.50 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1.PSev.Poor4uds\",\"name\":\"Poverty Severity ($4 a day)-Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.1_ACCESS.ELECTRICITY.TOT\",\"name\":\"Access to electricity
(% of total population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to electricity is the percentage
of population with access to electricity.\",\"sourceOrganization\":\"World
Bank Global Electrification Database 2012\",\"topics\":[]},{\"id\":\"1.1_TOTAL.FINAL.ENERGY.CONSUM\",\"name\":\"Total
final energy consumption (TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Total final energy consumption (TFEC):
This indicator is derived form energy balances statistics and is equivalent
to total final consumption excluding non-energy use.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"1.1_YOUTH.LITERACY.RATE\",\"name\":\"Literacy
rate, youth total (% of people ages 15-24) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The number of persons aged 15
to 24 years who can both read and write with understanding a short simple
statement on their everyday life, divided by the population in that age group.
Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the
ability to make simple arithmetic calculations. For further country-specific
definition details please refer to the source of information, the UNESCO Institute
for Statistics (UIS): www.uis.unesco.org\",\"sourceOrganization\":\"Source
of information: UNESCO Institute for Statistics (www.uis.unesco.org). Please
refer to its website for country-specific details on the specific national
data sources and method used. \",\"topics\":[]},{\"id\":\"1.2.HCount.1.90usd\",\"name\":\"Poverty
Headcount ($1.90 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2011 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.2.HCount.2.5usd\",\"name\":\"Poverty
Headcount ($2.50 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.2.HCount.Mid10to50\",\"name\":\"Middle
Class ($10-50 a day) Headcount-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.2.HCount.Ofcl\",\"name\":\"Official
Moderate Poverty Rate-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income below the official poverty
line developed by each country.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of data from National Statistical Offices.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.HCount.Poor4uds\",\"name\":\"Poverty Headcount ($4 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.2.HCount.Vul4to10\",\"name\":\"Vulnerable
($4-10 a day) Headcount-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty headcount index measures the proportion
of the population with daily per capita income (in 2005 PPP) below the poverty
line.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"1.2.PGap.1.90usd\",\"name\":\"Poverty
Gap ($1.90 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate income
or consumption shortfall relative to the poverty line across the entire population.
It measures the total resources needed to bring all the poor to the level
of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.PGap.2.5usd\",\"name\":\"Poverty Gap ($2.50 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.PGap.Poor4uds\",\"name\":\"Poverty Gap ($4 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty gap captures the mean aggregate
income or consumption shortfall relative to the poverty line across the entire
population. It measures the total resources needed to bring all the poor to
the level of the poverty line (averaged over the total population). \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.PSev.1.90usd\",\"name\":\"Poverty Severity ($1.90 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.PSev.2.5usd\",\"name\":\"Poverty Severity ($2.50 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2.PSev.Poor4uds\",\"name\":\"Poverty Severity ($4 a day)-Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The poverty severity index combines information
on both poverty and inequality among the poor by averaging the squares of
the poverty gaps relative the poverty line\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"1.2_ACCESS.ELECTRICITY.RURAL\",\"name\":\"Access to electricity
(% of rural population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to electricity is the percentage
of rural population with access to electricity. \",\"sourceOrganization\":\"World
Bank Global Electrification Database 2013\",\"topics\":[]},{\"id\":\"1.3_ACCESS.ELECTRICITY.URBAN\",\"name\":\"Access
to electricity (% of urban population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to electricity is the percentage
of total population with access to electricity. \",\"sourceOrganization\":\"World
Bank Global Electrification Database 2014\",\"topics\":[]},{\"id\":\"10.1_ENERGY.SAVINGS\",\"name\":\"Energy
savings of primary energy (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Energy savings of primary energy (TJ):
Energy savings due to realized energy intensity improvements. Country level
savings represent the difference between a hypothetical energy consumption
that would have been should the energy intensity remained at its 1990 level
and actual consumption. Global, regional and income group savings represent
the sum of country by country savings and not calculated separately.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"11.1_THERMAL.EFFICIENCY\",\"name\":\"Thermal
efficiency (%) in power supply\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Thermal efficiency (%) in power supply:
\ This supply-side energy efficiency indicator measure the efficiency of thermal
plants in converting primary energy sources\u2014such as coal, gas, and oil\u2014into
electricity. They are calculated by dividing gross electricity production
from electricity and cogeneration plants by total inputs of fuels into those
plants. Whether market-based or privately owned, self-generating plants that
do not export their power are included in the index assessment. In the case
of cogeneration plants, fuel inputs are allocated between electricity and
heat production in proportion to their shares of the annual output. \",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"12.1_TD.LOSSES\",\"name\":\"Transmission and
distribution losses (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Transmission and distribution losses (%):
Transmission and distribution (T&D) losses measure power lost in the transmission
of (high-voltage) electricity from power generators to distributors and in
the distribution of (medium- and low-voltage) electricity from distributors
to end-users. T&D losses are represented as a percentage of gross electricity
production. They include both technical and nontechnical (or commercial) losses.
Included in the latter are unmetered, unbilled, and unpaid electricity, including
theft, which could be significant in developing countries. Aggregate T&D system
indicators may be dominated by factors other than losses. The location of
primary energy resources (such as hydro lakes and coal seams) and large loads
(cities and industries) may be more significant factors in T&D efficiency
indicators than the losses or efficiency of the transmission system itself.
Properly separating true losses (and hence the efficiency potential of transmission
systems) from exogenous location and scale factors and nontechnical losses
would require detailed studies of system-dynamic interactions and real operating
requirements that are not practical for global tracking purposes.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"13.1_INDUSTRY.ENERGY.INTENSITY\",\"name\":\"Energy
intensity of industrial sector (MJ\\/$2005)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Energy intensity of industrial sector (MJ\\/$2005):
\ A ratio between energy consumption in industry (including energy industry
own use) and industry sector value added 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. \",\"sourceOrganization\":\"World Bank and International
Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"14.1_AGR.ENERGY.INTENSITY\",\"name\":\"Energy
intensity of agricultural sector (MJ\\/$2005)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Energy intensity of agricultural sector
(MJ\\/$2005): A ratio between energy consumption in agricultural sector (including
forestry and fishing) and agricultural sector value added 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. \",\"sourceOrganization\":\"World Bank
and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"15.1_SERVICES.ENERGY.INTENSITY\",\"name\":\"Energy
intensity of service sector (MJ\\/2011 USD PPP)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"16.1_TRANS.ENERGY.INTENSITY\",\"name\":\"Energy
intensity of transportation sector (MJ\\/2011 USD PPP)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"17.1_HOUSEHOLD.ENERG.INTENSITY\",\"name\":\"Energy
intensity of residential sector (GJ\\/household)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.1_DECOMP.EFFICIENCY.IND\",\"name\":\"Divisia
Decomposition Analysis - Energy Intensity component Index\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.2_DECOMP.ACTIVITY.INDEX\",\"name\":\"Divisia
Decomposition Analysis - Activity component Index\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.3_DECOMP.STRUCTURE.INDEX\",\"name\":\"Divisia
Decomposition Analysis - Structure Component Index \",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.4_DECOMP.EFFICIENCY.RATE\",\"name\":\"Divisia
Decomposition Analysis - Energy Intensity component rate of improvement (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.5_DECOMP.ACTIVITY.RATE\",\"name\":\"Divisia
Decomposition Analysis - Activity component rate of improvement (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"18.6_DECOMP.STRUCTURE.RATE\",\"name\":\"Divisia
Decomposition Analysis - Structure component rate of improvement (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"2.0.cov.Cel\",\"name\":\"Coverage:
Mobile Phone\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
coverage rate is the childhood access rate of a given opportunity used in
calculating the Human Opportunities Index (HOI). The coverage rate does not
take into account inequality of access between different circumstance groups.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Ele\",\"name\":\"Coverage: Electricity\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.FPS\",\"name\":\"Coverage: Finished Primary School\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"2.0.cov.Int\",\"name\":\"Coverage: Internet \",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Math.pl_2.all\",\"name\":\"Coverage: Mathematics Proficiency
Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
coverage rate is the childhood access rate of a given opportunity used in
calculating the Human Opportunities Index (HOI). The coverage rate does not
take into account inequality of access between different circumstance groups.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Math.pl_2.prv\",\"name\":\"Coverage: Mathematics Proficiency
Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate of
a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Math.pl_2.pub\",\"name\":\"Coverage:
Mathematics Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Math.pl_3.all\",\"name\":\"Coverage:
Mathematics Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Math.pl_3.prv\",\"name\":\"Coverage:
Mathematics Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Math.pl_3.pub\",\"name\":\"Coverage:
Mathematics Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_2.all\",\"name\":\"Coverage:
Reading Proficiency Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate of
a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_2.prv\",\"name\":\"Coverage:
Reading Proficiency Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_2.pub\",\"name\":\"Coverage:
Reading Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_3.all\",\"name\":\"Coverage:
Reading Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate of
a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_3.prv\",\"name\":\"Coverage:
Reading Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Read.pl_3.pub\",\"name\":\"Coverage:
Reading Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.San\",\"name\":\"Coverage:
Sanitation\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
coverage rate is the childhood access rate of a given opportunity used in
calculating the Human Opportunities Index (HOI). The coverage rate does not
take into account inequality of access between different circumstance groups.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Sch\",\"name\":\"Coverage: School Enrollment\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Scie.pl_2.all\",\"name\":\"Coverage: Science Proficiency
Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
coverage rate is the childhood access rate of a given opportunity used in
calculating the Human Opportunities Index (HOI). The coverage rate does not
take into account inequality of access between different circumstance groups.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.cov.Scie.pl_2.prv\",\"name\":\"Coverage: Science Proficiency
Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate of
a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Scie.pl_2.pub\",\"name\":\"Coverage:
Science Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Scie.pl_3.all\",\"name\":\"Coverage:
Science Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate of
a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Scie.pl_3.prv\",\"name\":\"Coverage:
Science Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Scie.pl_3.pub\",\"name\":\"Coverage:
Science Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The coverage rate is the childhood access rate
of a given opportunity used in calculating the Human Opportunities Index (HOI).
The coverage rate does not take into account inequality of access between
different circumstance groups.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.cov.Wat\",\"name\":\"Coverage:
Water\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
coverage rate is the childhood access rate of a given opportunity used in
calculating the Human Opportunities Index (HOI). The coverage rate does not
take into account inequality of access between different circumstance groups.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Cel\",\"name\":\"HOI: Mobile Phone\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, household per capita income,
number of siblings, presence of both parents in the household, gender of the
household head, and urban or rural residence.An increase in the index can
be related either to an increase in the coverage or to a more equal distribution
of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Ele\",\"name\":\"HOI: Electricity\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, household per capita income,
number of siblings, presence of both parents in the household, gender of the
household head, and urban or rural residence.An increase in the index can
be related either to an increase in the coverage or to a more equal distribution
of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.FPS\",\"name\":\"HOI: Finished Primary School\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, household per capita income,
number of siblings, presence of both parents in the household, gender of the
household head, and urban or rural residence.An increase in the index can
be related either to an increase in the coverage or to a more equal distribution
of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"2.0.hoi.Int\",\"name\":\"HOI: Internet \",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, household per capita income,
number of siblings, presence of both parents in the household, gender of the
household head, and urban or rural residence.An increase in the index can
be related either to an increase in the coverage or to a more equal distribution
of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Math.pl_2.all\",\"name\":\"HOI: Mathematics Proficiency
Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
Human Opportunities Index (HOI) is an economic indicator that captures the
degree of inequality of access to an essential service by different circumstance
groups. This index takes into account the average access rate (the coverage)
of a given opportunity (service) and the inequality of its distribution. The
circumstances included in the HOI are the gender of the child, parents' education,
region of school location, father's occupation, and a household wealth index
based on assets.An increase in the index can be related either to an increase
in the coverage or to a more equal distribution of that service.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Math.pl_2.prv\",\"name\":\"HOI: Mathematics Proficiency
Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Math.pl_2.pub\",\"name\":\"HOI:
Mathematics Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Math.pl_3.all\",\"name\":\"HOI:
Mathematics Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Math.pl_3.prv\",\"name\":\"HOI:
Mathematics Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Math.pl_3.pub\",\"name\":\"HOI:
Mathematics Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_2.all\",\"name\":\"HOI:
Reading Proficiency Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_2.prv\",\"name\":\"HOI:
Reading Proficiency Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_2.pub\",\"name\":\"HOI:
Reading Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_3.all\",\"name\":\"HOI:
Reading Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_3.prv\",\"name\":\"HOI:
Reading Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Read.pl_3.pub\",\"name\":\"HOI:
Reading Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.San\",\"name\":\"HOI:
Sanitation\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
Human Opportunities Index (HOI) is an economic indicator that captures the
degree of inequality of access to an essential service by different circumstance
groups. This index takes into account the average access rate (the coverage)
of a given opportunity (service) and the inequality of its distribution. The
circumstances included in the HOI are the gender of the child, parents' education,
household per capita income, number of siblings, presence of both parents
in the household, gender of the household head, and urban or rural residence.An
increase in the index can be related either to an increase in the coverage
or to a more equal distribution of that service.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Sch\",\"name\":\"HOI: School Enrollment\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, household per capita income,
number of siblings, presence of both parents in the household, gender of the
household head, and urban or rural residence.An increase in the index can
be related either to an increase in the coverage or to a more equal distribution
of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Scie.pl_2.all\",\"name\":\"HOI: Science Proficiency
Level 2\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
Human Opportunities Index (HOI) is an economic indicator that captures the
degree of inequality of access to an essential service by different circumstance
groups. This index takes into account the average access rate (the coverage)
of a given opportunity (service) and the inequality of its distribution. The
circumstances included in the HOI are the gender of the child, parents' education,
region of school location, father's occupation, and a household wealth index
based on assets.An increase in the index can be related either to an increase
in the coverage or to a more equal distribution of that service.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.0.hoi.Scie.pl_2.prv\",\"name\":\"HOI: Science Proficiency
Level 2, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Scie.pl_2.pub\",\"name\":\"HOI:
Science Proficiency Level 2, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Scie.pl_3.all\",\"name\":\"HOI:
Science Proficiency Level 3\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Scie.pl_3.prv\",\"name\":\"HOI:
Science Proficiency Level 3, Private schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Scie.pl_3.pub\",\"name\":\"HOI:
Science Proficiency Level 3, Public schools\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Human Opportunities Index (HOI) is an economic
indicator that captures the degree of inequality of access to an essential
service by different circumstance groups. This index takes into account the
average access rate (the coverage) of a given opportunity (service) and the
inequality of its distribution. The circumstances included in the HOI are
the gender of the child, parents' education, region of school location, father's
occupation, and a household wealth index based on assets.An increase in the
index can be related either to an increase in the coverage or to a more equal
distribution of that service.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
using PISA Data.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"2.0.hoi.Wat\",\"name\":\"HOI:
Water\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
Human Opportunities Index (HOI) is an economic indicator that captures the
degree of inequality of access to an essential service by different circumstance
groups. This index takes into account the average access rate (the coverage)
of a given opportunity (service) and the inequality of its distribution. The
circumstances included in the HOI are the gender of the child, parents' education,
household per capita income, number of siblings, presence of both parents
in the household, gender of the household head, and urban or rural residence.An
increase in the index can be related either to an increase in the coverage
or to a more equal distribution of that service.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"2.01.01.02.nabase\",\"name\":\"National accounts base year\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"National accounts base year is the
year used as the base period for constant price calculations in the country's
national accounts. It is recommended that he base year of constant price estimates
be changed periodically to reflect changes in economic structure and relative
prices.\",\"sourceOrganization\":\"World Bank: World Development Indicator
(Primary Data Documentation)\",\"topics\":[]},{\"id\":\"2.01.03.01.prcpbase\",\"name\":\"Consumer
price index base year\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"Consumer Price Index (CPI) serves
as indicators of inflation and reflects changes in the cost of acquiring a
fixed basket of goods and services by the average consumer. Weights are usually
derived from consumer expenditure surveys and the CPI base year refers to
the year the weights were derived.\",\"sourceOrganization\":\"IMF: International
Financial Statistics (IFS) - Country notes\",\"topics\":[]},{\"id\":\"2.04.01.01.excncpt\",\"name\":\"Balance
of payments manual in use\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"The Balance of Payments Manual serves
as an international standard for the compilation of balance of payments statistics.
The manual has evolved to meet changing economic and financial environment
and analytic requirements. The first edition was published in 1948 and successive
editions in 1950, 1961, 1977, 1993, and 2013.\",\"sourceOrganization\":\"IMF:
Balance of Payment Statistics yearbook (BPS)\",\"topics\":[]},{\"id\":\"2.1.1_SHARE.TRADBIO\",\"name\":\"Traditional
biomass consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Traditional biomass consumption (% in TFEC):
Share of traditional biomass in total final energy consumption. Traditional
biomass is defined as biomass consumed in the residential sector in non-OECD
countries. It includes the following categories in the IEA statistics: primary
solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.10_SHARE.MARINE\",\"name\":\"Marine energy
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Marine energy consumption (% in TFEC):
Share of marine energy in total final consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.2_SHARE.MODERNBIO\",\"name\":\"Modern biomass
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Modern biomass consumption (% in TFEC):
Share of modern biomass in total final energy consumption. Modern biomass
is defined as all biomass that was not consumed in the residential sector
in non-OECD countries. It includes the following categories in the IEA statistics:
primary solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.3_SHARE.HYDRO\",\"name\":\"Hydro energy
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Hydro consumption (% in TFEC): Share of
hydro energy in total final energy consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.4_SHARE.BIOFUELS\",\"name\":\"Liquid biofuels
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Liquid biofuels consumption (% in TFEC):
Share of liquid biofuels energy in total final energy consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.5_SHARE.WIND\",\"name\":\"Wind energy consumption
(% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy for
All\"},\"sourceNote\":\"Wind consumption (% in TFEC): Share of wind energy
in total final energy consumption\",\"sourceOrganization\":\"World Bank and
International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.6_SHARE.SOLAR\",\"name\":\"Solar energy
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Solar consumption (% in TFEC): Share of
solar energy in total final energy consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.7_SHARE.GEOTHERMAL\",\"name\":\"Geothermal
energy consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Geothermal consumption (% in TFEC): Share
of geothermal energy in total final energy consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.8_SHARE.WASTE\",\"name\":\"Waste energy
consumption (% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Waste energy consumption (% in TFEC): Share
of waste energy in total final consumption, which is defined in the IEA statistics
as renewable municipal waste\",\"sourceOrganization\":\"World Bank and International
Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1.9_SHARE.BIOGAS\",\"name\":\"Biogas consumption
(% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy for
All\"},\"sourceNote\":\"Biogas consumption (% in TFEC): Share of biogas in
total final energy consumption\",\"sourceOrganization\":\"World Bank and International
Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.1_ACCESS.NONSOLIDFUEL.TOT\",\"name\":\"Access
to Non-Solid Fuel (% of total population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to Non-Solid Fuel is the percentage
of population with access to Non-Solid Fuel. \",\"sourceOrganization\":\"WHO
Global Household Energy Database 2012\",\"topics\":[]},{\"id\":\"2.1_PRE.PRIMARY.GER\",\"name\":\"School
enrolment, preprimary, national source (% gross)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Pre-Primary Gross Enrolment
Rate (GER): The number of pupils enrolled in pre-primary school, regardless
of age, expressed as a percentage of the population in the theoretical age
group in pre-primary school. The purpose of this indicator is to measure the
general level of participation of children in Early Childhood Education (ECE)
programs. Country-specific definition, method and targets are determined by
countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.1_SHARE.TOTAL.RE.IN.TFEC\",\"name\":\"Renewable
energy consumption(% in TFEC)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Renewable energy consumption(% in TFEC):
Share of renewables energy in total final energy consumption\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"2.2_ACCESS.NONSOLIDFUEL.RURAL\",\"name\":\"Access
to Non-Solid Fuel (% of rural population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to Non-Solid Fuel is the percentage
of rural population with access to Non-Solid Fuel. \",\"sourceOrganization\":\"WHO
Global Household Energy Database 2013\",\"topics\":[]},{\"id\":\"2.2_GIR\",\"name\":\"Gross
intake ratio in grade 1, total, national source (% of relevant age group)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Gross intake ratio (GIR): This
indicator measures the total number of new entrants in the first grade of
primary education, regardless of age, expressed as a percentage of the population
at the official primary school-entrance age. Country-specific definition,
method and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.3_ACCESS.NONSOLIDFUEL.URBAN\",\"name\":\"Access
to Non-Solid Fuel (% of urban population)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Access to Non-Solid Fuel is the percentage
of total population with access to Non-Solid Fuel. \",\"sourceOrganization\":\"WHO
Global Household Energy Database 2014\",\"topics\":[]},{\"id\":\"2.3_GIR.GPI\",\"name\":\"Gender
parity index for gross intake ratio in grade 1\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Ratio of female to male values
of gross intake ratio for primary first grade. Country-specific definition,
method and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.4_OOSC.RATE\",\"name\":\"Rate of
out of school children, national source (% of relevant age group) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of children of official
primary school age who are not enrolled in primary or secondary school, expressed
as a percentage of the population of official primary school age. This indicator
is intended to measure the size of the population in the official primary
school age range that should be targeted by policies and efforts to achieve
universal primary education. Country-specific definition, method and targets
are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.5_PCR\",\"name\":\"Primary completion
rate, total, national source (% of relevant age group)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The Primary Completion Rate
(PCR) is the percentage of pupils who completed the last year of primary schooling.
It is computed by dividing the total number of students in the last grade
of primary school minus repeaters in that grade, divided by the total number
of children of official completing age. Country-specific definition, method
and targets are determined by countries themselves.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.6_PCR.GPI\",\"name\":\"Gender parity
index for primary completion rate \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Ratio of female to male values
of Primary Completion Rate. Country-specific definition, method and targets
are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.7_PRI.SEC.TRANSITION.RATE\",\"name\":\"Progression
to secondary school, national source (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"This indicator measures the
number of new entrants to the first grade of secondary education (general
programs only) in a given year, expressed as a percentage of the number of
pupils enrolled in the final grade of primary education in the previous year.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"2.8_LOW.SEC.COMPLETION.RATE\",\"name\":\"Lower
secondary completion rate, total, national source (% of relevant age group)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The lower secondary school completion
rate is the percentage of children who are completing the last year of lower
secondary education. It is computed by dividing the total number of students
in the last grade of lower secondary education school minus repeaters in that
grade divided by the total number of children of official completing age.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.0.Atkin.0.5\",\"name\":\"Atkinson,
A(.5)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Atkinson
(1970) proposed this class of inequality measures with a weighting parameter
\u03B5 which measures aversion to inequality. As \u03B5 rises, the index becomes
more sensitive to transfers at the lower end of the distribution and less
sensitive to transfers at the top. The limit case, \u03B5\u21920, the index
reflects the Function of Rawls which only takes account of transfers to the
very lowest income group; at the other extreme, when \u03B5=0, we obtain the
linear utility function. This ranks distributions solely according to total
income.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"3.0.Atkin.1\",\"name\":\"Atkinson,
A(1)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Atkinson
(1970) proposed this class of inequality measures with a weighting parameter
\u03B5 which measures aversion to inequality. As \u03B5 rises, the index becomes
more sensitive to transfers at the lower end of the distribution and less
sensitive to transfers at the top. The limit case, \u03B5\u21920, the index
reflects the Function of Rawls which only takes account of transfers to the
very lowest income group; at the other extreme, when \u03B5=0, we obtain the
linear utility function. This ranks distributions solely according to total
income.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"3.0.Atkin.2\",\"name\":\"Atkinson,
A(2)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Atkinson
(1970) proposed this class of inequality measures with a weighting parameter
\u03B5 which measures aversion to inequality. As \u03B5 rises, the index becomes
more sensitive to transfers at the lower end of the distribution and less
sensitive to transfers at the top. The limit case, \u03B5\u21920, the index
reflects the Function of Rawls which only takes account of transfers to the
very lowest income group; at the other extreme, when \u03B5=0, we obtain the
linear utility function. This ranks distributions solely according to total
income.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"3.0.GenEnt-1\",\"name\":\"Generalized
Entrophy, GE(-1)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
parameter \u03B1 in the GE class represents the weight given to distances
between incomes at different parts of the income distribution, and can take
any real value. For lower values of \u03B1, GE is more sensitive to changes
in the lower tail of the distribution, and for higher values GE is more sensitive
to changes that affect the upper tail. GE(1) is the Theil index.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.GenEnt2\",\"name\":\"Generalized Entrophy, GE(2)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The parameter \u03B1 in the GE class represents
the weight given to distances between incomes at different parts of the income
distribution, and can take any real value. For lower values of \u03B1, GE
is more sensitive to changes in the lower tail of the distribution, and for
higher values GE is more sensitive to changes that affect the upper tail.
GE(1) is the Theil index.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.Gini\",\"name\":\"Gini Coefficient\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Gini coefficient is most common measure
of inequality. It is based on the Lorenz curve, a cumulative frequency curve
that compares the distribution of a specific variable (in this case, income)
with the uniform distribution that represents equality. The Gini coefficient
is bounded by 0 (indicating perfect equality of income) and 1, which means
complete inequality. This calculation includes observations of 0 income.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.Gini_nozero\",\"name\":\"Gini Coefficient (No Zero Income)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Gini coefficient is most common measure
of inequality. It is based on the Lorenz curve, a cumulative frequency curve
that compares the distribution of a specific variable (in this case, income)
with the uniform distribution that represents equality. The Gini coefficient
is bounded by 0 (indicating perfect equality of income) and 1, which means
complete inequality. This calculation does not includes observations of 0
income.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"3.0.IncShr.q1\",\"name\":\"Income
Share of First Quintile\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of household income held by the bottom quintile
(0-20 percent).\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.IncShr.q2\",\"name\":\"Income Share of Second Quintile\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of household income held by the seocnd
quintile (20 - 40 percent).\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.IncShr.q3\",\"name\":\"Income Share of Third Quintile\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of household income held by the third
quintile (40 - 60 percent).\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.IncShr.q4\",\"name\":\"Income Share of Fourth Quintile\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of household income held by the fourth
quintile (60 - 80 percent).\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.IncShr.q5\",\"name\":\"Income Share of Fifth Quintile\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of household income held by the top quintile
(80 - 100 percent).\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.MLongDev0\",\"name\":\"Mean Log Deviation, GE(0)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The parameter \u03B1 in the GE class represents
the weight given to distances between incomes at different parts of the income
distribution, and can take any real value. For lower values of \u03B1, GE
is more sensitive to changes in the lower tail of the distribution, and for
higher values GE is more sensitive to changes that affect the upper tail.
GE(1) is the Theil index.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.Rate75-25\",\"name\":\"Rate 75\\/25\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The decile dispersion ratio presents the ratio
of the average income of the richest 25 percent by that of the poorest 25
percent. This ratio expresses the income of the top quantile as multiples
of that of the poorest quantile. However, it ignores information about incomes
in the middle of the income distribution and doesn\u2019t use information
about the distribution of income within the top and bottom deciles or percentiles.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.Rate90-10\",\"name\":\"Rate 90\\/10\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The decile dispersion ratio presents the ratio
of the average income of the richest 10 percent by that of the poorest 10
percent. This ratio expresses the income of the top quantile as multiples
of that of the poorest quantile. However, it ignores information about incomes
in the middle of the income distribution and doesn\u2019t use information
about the distribution of income within the top and bottom deciles or percentiles.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.0.TheilInd1\",\"name\":\"Theil Index, GE(1)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\" The Theil index is part of a larger family
of measures referred to as the General Entropy class. Compared to the Gini
index, it has the advantage of being additive across different subgroups or
regions in the country. However, it does not have a straightforward representation
and lacks the appealing interpretation of the Gini coefficient. \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.01.04.01.agcen\",\"name\":\"Agricultural census\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"Agricultural censuses collect information
on agricultural activities, such as agricultural land use, employment and
production, and provide basic structural data and sampling frames for agricultural
surveys. It is recommended that agricultural censuses be conducted at least
every 10 years.\",\"sourceOrganization\":\"World Bank: Microdata library.
Original source: Food and Agriculture Organisation (FAO)\",\"topics\":[]},{\"id\":\"3.02.01.02.fscov\",\"name\":\"Government
finance accounting\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity
Indicators\"},\"sourceNote\":\"Government finance accounting concept describes
the accounting basis for reporting central government financial data. For
many countries government finance data have been consolidated into one set
of accounts capturing all the central government's fiscal activities. Budgetary
central government accounts do not necessarily include all central government
units, the picture they provide of central government activities is usually
incomplete.\",\"sourceOrganization\":\"World Bank: World Development Indicator
(Primary Data Documentation). Original source: IMF: Government Finance Statistics
Yearbook.\",\"topics\":[]},{\"id\":\"3.1.1_TRADBIO.CONSUM\",\"name\":\"Traditional
biomass consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Traditional biomass consumption (TJ): Final
consumption of traditional biomass. Traditional biomass is defined as biomass
consumed in the residential sector in non-OECD countries. It includes the
following categories in the IEA statistics: primary solid biofuels, charcoal
and non-specified primary biofuels and waste.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.10_MARINE.CONSUM\",\"name\":\"Marine energy
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Marine energy consumption (TJ): Final consumption
of marine energy\",\"sourceOrganization\":\"World Bank and International Energy
Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.2_MODERNBIO.CONSUM\",\"name\":\"Modern biomass
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Modern biomass consumption (% in TFEC): Final
consumption of modern biomass. Modern biomass is defined as all biomass that
was not consumed in the residential sector in non-OECD countries. It includes
the following categories in the IEA statistics: primary solid biofuels, charcoal
and non-specified primary biofuels and waste.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.3_HYDRO.CONSUM\",\"name\":\"Hydro energy
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Hydro consumption (TJ): Final consumption of hydro
energy\",\"sourceOrganization\":\"World Bank and International Energy Agency
(IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.4_BIOFUELS.CONSUM\",\"name\":\"Liquid biofuels
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Liquid biofuels consumption (TJ): Final consumption
of liquid biofuels, including biogasoline, biodiesels and other liquid biofuels\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.5_WIND.CONSUM\",\"name\":\"Wind energy consumption
(TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy for All\"},\"sourceNote\":\"Wind
consumption (TJ): Final consumption of wind energy\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.6_SOLAR.CONSUM\",\"name\":\"Solar energy
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Solar consumption (TJ): Final consumption of solar
energy, including solar PV and solar thermal\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.7_GEOTHERMAL.CONSUM\",\"name\":\"Geothermal
energy consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Geothermal consumption (TJ): Final consumption
of geothermal energy\",\"sourceOrganization\":\"World Bank and International
Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.8_WASTE.CONSUM\",\"name\":\"Waste energy
consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Waste energy consumption (TJ): Final consumption
of waste energy, which is defined in the IEA statistics as renewable municipal
waste\",\"sourceOrganization\":\"World Bank and International Energy Agency
(IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.9_BIOGAS.CONSUM\",\"name\":\"Biogas consumption
(TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy for All\"},\"sourceNote\":\"Biogas
consumption (TJ): Final consumption of biogas\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.1.Gini\",\"name\":\"Gini, Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Gini coefficient is most common measure
of inequality. It is based on the Lorenz curve, a cumulative frequency curve
that compares the distribution of a specific variable (in this case, income)
with the uniform distribution that represents equality. The Gini coefficient
is bounded by 0 (indicating perfect equality of income) and 1, which means
complete inequality. This calculation includes observations of 0 income.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.1.MLongDev0\",\"name\":\"Mean Log Deviation, GE(0), Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The parameter \u03B1 in the GE class represents
the weight given to distances between incomes at different parts of the income
distribution, and can take any real value. For lower values of \u03B1, GE
is more sensitive to changes in the lower tail of the distribution, and for
higher values GE is more sensitive to changes that affect the upper tail.
GE(1) is the Theil index.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.1.TheilInd1\",\"name\":\"Theil Index, GE(1), Rural\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\" The Theil index is part of a larger family
of measures referred to as the General Entropy class. Compared to the Gini
index, it has the advantage of being additive across different subgroups or
regions in the country. However, it does not have a straightforward representation
and lacks the appealing interpretation of the Gini coefficient. \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.1_LOW.SEC.NEW.TEACHERS\",\"name\":\"Lower secondary education,
new teachers, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Persons employed for the first
time in an official capacity to guide and direct the learning experience of
pupils in lower secondary school, excluding educational personnel who have
no active teaching duties. Country-specific definition, method and targets
are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.1_PRI.NEW.ENTRANTS\",\"name\":\"Primary
education, new entrants, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Pupils entering primary school
for the first time, excluding repetears. Country-specific definition, method
and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.1_RE.CONSUMPTION\",\"name\":\"Renewable
energy consumption (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Renewable energy consumption (TJ): This
indicator includes renewable energy consumption of all technologies: hydro,
modern and traditional biomass, wind, solar, liquid biofuels, biogas, geothermal,
marine and waste\",\"sourceOrganization\":\"World Bank and International Energy
Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"3.11.01.01.popcen\",\"name\":\"Population census\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"Population censuses collect data on
the size, distribution and composition of population and information on a
broad range of social and economic characteristics of the population. It also
provides sampling frames for household and other surveys. It is recommended
that population censuses be conducted at least every 10 years.\",\"sourceOrganization\":\"World
Bank Microdata library. Original source: United Nations Statistical Division
(UNSD), 2010 World Population and Housing Censuses Programme\",\"topics\":[]},{\"id\":\"3.11.01.03.popreg\",\"name\":\"Vital
registration system coverage\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"Vital registration systems record
the occurrence and characteristics of vital events pertaining to the population
and serve as a main source of vital statistics. Countries with complete vital
statistics registries may have more accurate and timely demographic indicators.\",\"sourceOrganization\":\"World
Bank: World Development Indicator (Primary Data Documentation): Original source:
United Nations Department of Economic and Social Information and Policy Analysis,
Statistics Division. Population and Vital Statistics Report\",\"topics\":[]},{\"id\":\"3.11_LOW.SEC.CLASSROOMS\",\"name\":\"Lower
secondary education, classrooms, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of rooms or single accommodations,
minimally equipped, in which a class of pupils in lower secondary school is
taught. Country-specific definition, method and targets are determined by
countries themselves.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.12_LOW.SEC.NEW.CLASSROOMS\",\"name\":\"Lower
secondary education, new classrooms, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of rooms or single accommodations,
minimally equipped, built for the first time in which a class of pupils in
lower secondary school is taught. Country-specific definition, method and
targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.13_PRI.MATH.BOOK.PER.PUPIL\",\"name\":\"Ratio
of textbooks per pupil, primary education, mathematics\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of books used by a single
pupil used as a standard work for the study of the mathematics subject. Country-specific
definition, method and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.14_PRI.LANGU.BOOK.PER.PUPIL\",\"name\":\"Ratio
of textbooks per pupil, primary education, language\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of books used by a single
pupil used as a standard work for the study of the primary language of instruction.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.15_LEARN.TIME.TEACHER.STUDY\",\"name\":\"Last
study on effective learning time and teacher attendance (year)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Date (year) of the most recent
study carried out by any national or international entity on the effectiveness
of the instruction time devoted to learning activities.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.2.Gini\",\"name\":\"Gini, Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The Gini coefficient is most common measure
of inequality. It is based on the Lorenz curve, a cumulative frequency curve
that compares the distribution of a specific variable (in this case, income)
with the uniform distribution that represents equality. The Gini coefficient
is bounded by 0 (indicating perfect equality of income) and 1, which means
complete inequality. This calculation includes observations of 0 income.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.2.MLongDev0\",\"name\":\"Mean Log Deviation, GE(0),Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The parameter \u03B1 in the GE class represents
the weight given to distances between incomes at different parts of the income
distribution, and can take any real value. For lower values of \u03B1, GE
is more sensitive to changes in the lower tail of the distribution, and for
higher values GE is more sensitive to changes that affect the upper tail.
GE(1) is the Theil index.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.2.TheilInd1\",\"name\":\"Theil Index, GE(1),Urban\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\" The Theil index is part of a larger family
of measures referred to as the General Entropy class. Compared to the Gini
index, it has the advantage of being additive across different subgroups or
regions in the country. However, it does not have a straightforward representation
and lacks the appealing interpretation of the Gini coefficient. \",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"3.2_PRI.STUDENTS\",\"name\":\"Primary education, pupils, national
source\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Total
population of pupils in primary school, regardless of age. Country-specific
definition, method and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.3_PRI.TEACHERS\",\"name\":\"Primary
education, teachers, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Persons employed in an official
capacity to guide and direct the learning experience of pupils in primary
school, excluding educational personnel who have no active teaching duties.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.4_PRI.NEW.TEACHERS\",\"name\":\"Primary
education, new teachers, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Persons employed for the first
time in an official capacity to guide and direct the learning experience of
pupils in primary school. Country-specific definition, method and targets
are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.5_PRI.CLASSROOMS\",\"name\":\"Primary
education, classrooms, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of rooms or single accommodations,
minimally equipped, in which a class of pupils in primary school is taught.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.6_PRI.NEW.CLASSROOMS\",\"name\":\"Primary
education, new classrooms, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of rooms or single accommodations,
minimally equipped, built for the first time in which a class of pupils in
primary school is taught. Country-specific definition, method and targets
are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.7_LOW.SEC.NEW.ENTRANTS\",\"name\":\"Lower
Secondary education, new entrants, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Pupils entering lower secondary
school for the first time, excluding repeaters. Country-specific definition,
method and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.8_LOW.SEC.STUDENTS\",\"name\":\"Lower
secondary education, pupils, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Total population of pupils in
lower secondary school, regardless of age. Country-specific definition, method
and targets are determined by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"3.9_LOW.SEC.TEACHERS\",\"name\":\"Lower
secondary education, teachers, national source\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Persons employed in an official
capacity to guide and direct the learning experience of pupils in lower secondary
school, excluding educational personnel who have no active teaching duties.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"4.0.nini.15a18\",\"name\":\"Youth:
Neither in School Nor Working (15-18)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the population ages 15-18 that is
neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.nini.15a24\",\"name\":\"Youth: Neither
in School Nor Working (15-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the population ages 15-24 that is
neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.nini.19a24\",\"name\":\"Youth: Neither
in School Nor Working (19-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the population ages 19-24 that is
neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.stud.15a18\",\"name\":\"Youth: In School
(15-18)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 15-18 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.stud.15a24\",\"name\":\"Youth: In School
(15-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 15-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.stud.19a24\",\"name\":\"Youth: In School
(19-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 19-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.studwork.15a18\",\"name\":\"Youth: In
School and Employed (15-18)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the population ages 15-18 that is in school
and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A
Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014,
World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection &
Labor\"}]},{\"id\":\"4.0.studwork.15a24\",\"name\":\"Youth: In School and
Employed (15-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 15-24 that is in school and employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.studwork.19a24\",\"name\":\"Youth: In
School and Employed (19-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the population ages 19-24 that is in school
and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A
Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014,
World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection &
Labor\"}]},{\"id\":\"4.0.work.15a18\",\"name\":\"Youth: Employed (15-18)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the population ages 15-18 that is
employed and not in school.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.work.15a24\",\"name\":\"Youth: Employed
(15-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 15-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.0.work.19a24\",\"name\":\"Youth: Employed
(19-24)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population ages 19-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.1_TOTAL.ELECTRICITY.OUTPUT\",\"name\":\"Total
electricity output (GWh)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Total electricity output (GWh): Total number
of GWh generated by all power plants\",\"sourceOrganization\":\"World Bank
and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"4.1.2_REN.ELECTRICITY.OUTPUT\",\"name\":\"Renewable
energy electricity output (GWh)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Renewable energy electricity output (GWh):
Total number of GWh generated by renewable power plants, including wind, solar
PV, solar thermal, hydro, marine, geothermal, biomass, renewable municipal
waste, liquid biofuels and biogas. Electricity production for hydro pumpted
storage is excluded.\",\"sourceOrganization\":\"World Bank and International
Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"4.1.nini.15a18\",\"name\":\"Youth: Neither in
School Nor Working (15-18), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 15-18 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.nini.15a24\",\"name\":\"Youth: Neither
in School Nor Working (15-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 15-24 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.nini.19a24\",\"name\":\"Youth: Neither
in School Nor Working (19-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 19-24 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.stud.15a18\",\"name\":\"Youth: In School
(15-18), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 15-18 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.stud.15a24\",\"name\":\"Youth: In School
(15-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 15-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.stud.19a24\",\"name\":\"Youth: In School
(19-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 19-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.studwork.15a18\",\"name\":\"Youth: In
School and Employed (15-18), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 15-18 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.studwork.15a24\",\"name\":\"Youth: In
School and Employed (15-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 15-24 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.studwork.19a24\",\"name\":\"Youth: In
School and Employed (19-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population ages 19-24 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.work.15a18\",\"name\":\"Youth: Employed
(15-18), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 15-18 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.work.15a24\",\"name\":\"Youth: Employed
(15-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 15-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1.work.19a24\",\"name\":\"Youth: Employed
(19-24), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population ages 19-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.1_SHARE.RE.IN.ELECTRICITY\",\"name\":\"Renewable
electricity (% in total electricity output)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Renewable electricity (% in total electricity
output): Share of electrity generated by renewable power plants in total electricity
generated by all types of plants\",\"sourceOrganization\":\"World Bank and
International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"4.1_TOTAL.EDU.SPENDING\",\"name\":\"Public spending
on total education (% of total public spending)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Public expenses devoted to the
education sector, including recurrent and capital expenditures and teacher
salaries, expressed as a percentage of the total general government expenses.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"4.2.nini.15a18\",\"name\":\"Youth:
Neither in School Nor Working (15-18), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 15-18 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.nini.15a24\",\"name\":\"Youth: Neither
in School Nor Working (15-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 15-24 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.nini.19a24\",\"name\":\"Youth: Neither
in School Nor Working (19-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 19-24 that
is neither employed nor in school.\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School
and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova,
and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.stud.15a18\",\"name\":\"Youth: In School
(15-18), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 15-18 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.stud.15a24\",\"name\":\"Youth: In School
(15-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 15-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.stud.19a24\",\"name\":\"Youth: In School
(19-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 19-24 that is in school and not employed.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.studwork.15a18\",\"name\":\"Youth: In
School and Employed (15-18), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 15-18 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.studwork.15a24\",\"name\":\"Youth: In
School and Employed (15-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 15-24 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.studwork.19a24\",\"name\":\"Youth: In
School and Employed (19-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population ages 19-24 that
is in school and employed.\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out
of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and
Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.work.15a18\",\"name\":\"Youth: Employed
(15-18), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 15-18 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.work.15a24\",\"name\":\"Youth: Employed
(15-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 15-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2.work.19a24\",\"name\":\"Youth: Employed
(19-24), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population ages 19-24 that is employed and not in school.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out
of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De
Hoyos, Popova, and Rogers (2014, World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"4.2_BASIC.EDU.SPENDING\",\"name\":\"Public
spending on basic education (% of public spending on total education)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Public expenses devoted to the
basic education sector, including recurrent and capital expenditures and teacher
salaries, expressed as a percentage of the public spending on total education.
Country-specific definition, method and targets are determined by countries
themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"4.3_TOTAL.EDU.RECURRENT\",\"name\":\"Public
recurrent spending on total education (% of total public recurrent spending)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Public recurrent expenses devoted
to the education sector, expressed as a percentage of the total general government
recurrent expenses. Country-specific definition, method and targets are determined
by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"4.4_BASIC.EDU.RECURRENT\",\"name\":\"Public
recurrent spending on basic education (% of public recurrent spending on total
education)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Public recurrent expenses devoted to the basic
education sector, expressed as a percentage of the public recurrent spending
on total education. Country-specific definition, method and targets are determined
by countries themselves. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"5.0.AMeanIncGr.All\",\"name\":\"Annualized
Mean Income Growth (2004-2014)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The official indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.0.AMeanIncGr.B40\",\"name\":\"Annualized
Mean Income Growth Bottom 40 Percent (2004-2014)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.01.01.01.indust\",\"name\":\"Industrial
production index\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity
Indicators\"},\"sourceNote\":\"Industrial production index measures changes
in industrial production and is widely used for the observation and analysis
of the current economic activity. Monthly survey on industrial production
of index allows identifying the turning points in economic development at
an early stage.\",\"sourceOrganization\":\"IMF: International Financial Statistics
(IFS), Series 66\",\"topics\":[]},{\"id\":\"5.04.01.01.exdebt\",\"name\":\"External
debt reporting status\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"The principal sources of external
debt statistics are reports submitted to the World Bank through its Debtor
Reporting System by reporting countries. Data quality and coverage vary among
countries and from year to year. The reporting status shows, for the latest
series, whether data were used as reported (actual), data were preliminary
and included an element of staff estimation (preliminary), or data are staff
estimates (estimate).\",\"sourceOrganization\":\"World Bank: World Development
Indicator (Primary Data Documentation): Original source: International Debt
Statistics (for low and middle income countries).\",\"topics\":[]},{\"id\":\"5.04.01.02.impexp\",\"name\":\"Import
and export price indexes\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"Import and export price indexes measure
changes in the price of goods and services in international trade. They are
used to deflate the value of imports and exports. Import price index is also
used as an indicator of future domestic inflation.\",\"sourceOrganization\":\"IMF:
International Financial Statistics (IFS). Series 74, 75, or\\/and 76.\",\"topics\":[]},{\"id\":\"5.1.1_AFG.TOTA.AID.CIDA\",\"name\":\"International
aid disbursed to total education, CIDA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_ALB.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_BFA.TOTA.AID.CIDA\",\"name\":\"International
aid disbursed to total education, CIDA to Burkina Faso (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_CAF.TOT.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
to Central African Republic (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_CIV.TOTA.AID.AFDB\",\"name\":\"
International aid disbursed to total education, AfDB to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_CMR.TOTA.AID.BAD\",\"name\":\"International
aid disbursed to total education, AfDB to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_DJI.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank (IDA) to Djibouti (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_ETH.TOTA.AID.ADB\",\"name\":\"International
aid disbursed to total education, ADB to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_GEO.TOTA.AID.EC\",\"name\":\"International
aid disbursed to total education, European Commission to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_GHA.TOTA.AID.DFID\",\"name\":\"International
aid disbursed to total education, DFID to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_GIN.TOTA.AID.ADPP.AFD\",\"name\":\"International
aid disbursed to total education, AFD to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_GNB.TOTA.AID.ADPP.EU\",\"name\":\"International
aid disbursed to total education, ADPP (European Union) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_KGZ.TOTA.AID.ADPP.EU\",\"name\":\"
International aid disbursed to total education, European Commission to Kyrgyzstan
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_KHM.TOTA.AID.BAD\",\"name\":\"
International aid disbursed to total education, AfDB to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_LAO.TOTA.AID.ADB\",\"name\":\"
International aid disbursed to total education, ADB to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_LBR.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Liberia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_MDA.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Moldova (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_MDG.TOTA.AID.WB\",\"name\":\"
International aid to total education executed by World Bank (including GPE
funds) in Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_MOZ.TOTA.AID.CAN\",\"name\":\"
International aid disbursed to total education, Canada to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_MRT.TOTA.AID.AFD\",\"name\":\"International
aid disbursed to total education, AFD to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_MWI.TOTA.AID.AFDB\",\"name\":\"International
aid disbursed to total education, AfDB to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_NER.TOTA.AID.AFD\",\"name\":\"International
aid disbursed to total education, AFD to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_RWA.TOTA.AID.DFID\",\"name\":\"
International aid disbursed to total education, DFID to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_SEN.TOTA.AID.CIDA\",\"name\":\"
International aid disbursed to total education, CIDA to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_SLE.TOTA.AID.DFID\",\"name\":\"
International aid disbursed to total education, DFID to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_TOTAL.CAPACITY\",\"name\":\"Total
installed generation capacity (GW)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Total installed generation capacity (GW):
Total number of GW of installed capacity\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"5.1.1_VNM.TOTA.AID.BEL\",\"name\":\"International
aid disbursed to total education, Belgium to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.1_ZMB.TOTA.AID.DNK\",\"name\":\"International
aid disbursed to total education, Denmark to Zambia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_AFG.TOTA.AID.SIDA\",\"name\":\"International
aid disbursed to total education, Sida to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_ETH.TOTA.AID.JPN\",\"name\":\"International
aid disbursed to total education, Japan Government to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_KHM.TOTA.AID.WFP\",\"name\":\"
International aid disbursed to total education, WFP to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_LAO.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_MDG.TOTA.AID.EC\",\"name\":\"
International aid to total education executed by the European Commission in
Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_MOZ.TOTA.AID.JPN\",\"name\":\"
International aid disbursed to total education, Japan to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_MWI.TOTA.AID.WFP\",\"name\":\"International
aid disbursed to total education, WFP to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_NER.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.10_TJK.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_AFG.TOTA.AID.UNESCO\",\"name\":\"International
aid disbursed to total education, UNESCO to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_ETH.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_KHM.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Cambodia (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_LAO.TOTA.AID.INGOS\",\"name\":\"
International aid disbursed to total education, International NGOs to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_MOZ.TOTA.AID.NLD\",\"name\":\"
International aid disbursed to total education, Netherlands to Mozambique
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.11_MWI.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.12_AFG.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.12_ETH.TOTA.AID.KFW\",\"name\":\"International
aid disbursed to total education, KfW to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.12_MOZ.TOTA.AID.PRT\",\"name\":\"
International aid disbursed to total education, Portugal to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.13_AFG.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.13_ETH.TOTA.AID.NLD\",\"name\":\"International
aid disbursed to total education, Netherlands to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.13_MOZ.TOTA.AID.ESP\",\"name\":\"
International aid disbursed to total education, Spain to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.14_ETH.TOTA.AID.SIDA\",\"name\":\"International
aid disbursed to total education, Sida to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.14_MOZ.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.15_ETH.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.15_MOZ.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.16_ETH.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.16_MOZ.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.17_ETH.TOTA.AID.WFP\",\"name\":\"International
aid disbursed to total education, WFP to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.18_ETH.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_AFG.TOTA.AID.DANIDA\",\"name\":\"International
aid disbursed to total education, DANIDA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_ALB.TOTA.AID.BEI\",\"name\":\"International
aid disbursed to total education, BEI to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_BFA.TOTA.AID.AFD\",\"name\":\"
International aid disbursed to total education, AFD to Burkina Faso (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_CIV.TOTA.AID.BADEA\",\"name\":\"
International aid disbursed to total education, BADEA to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_CMR.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_DJI.TOTA.AID.FSD\",\"name\":\"International
aid disbursed to total education, FSD to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_ETH.TOTA.AID.BEL\",\"name\":\"International
aid disbursed to total education, Belgium (VLIR USO) to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_GEO.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_GHA.TOTA.AID.GPE\",\"name\":\"International
aid disbursed to total education, Global Partnership for Education to Djibouti
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_GIN.TOTA.AID.ADPP.AFDB\",\"name\":\"International
aid disbursed to total education, AfDB to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_GNB.TOTA.AID.ADPP.HUM\",\"name\":\"International
aid disbursed to total education, ADPP (Humana People to People) to Guinea
Bissau (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_KGZ.TOTA.AID.ADPP.GIZ\",\"name\":\"
International aid disbursed to total education, GIZ to Kyrgyzstan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_KHM.TOTA.AID.BEL\",\"name\":\"
International aid disbursed to total education, Belgium to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_LAO.TOTA.AID.AUS\",\"name\":\"
International aid disbursed to total education, AusAID to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_LBR.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Liberia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_MDA.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Moldova (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_MDG.TOTA.AID.ILO\",\"name\":\"
International aid to total education executed by ILO in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_MOZ.TOTA.AID.DANIDA\",\"name\":\"
International aid disbursed to total education, DANIDA to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_MRT.TOTA.AID.ISDB\",\"name\":\"International
aid disbursed to total education, IsDB to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_MWI.TOTA.AID.CIDA\",\"name\":\"International
aid disbursed to total education, CIDA to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_NER.TOTA.AID.BEL\",\"name\":\"International
aid disbursed to total education, Belgium to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_RE.CAPACITY\",\"name\":\"Renewable
energy installed capacity (GW)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Renewable energy installed capacity (GW):
Total number of renewable energy installed capacity\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"5.1.2_RWA.TOTA.AID.GPE\",\"name\":\" International
aid disbursed to total education, Global Partnership for Education to Rwanda
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_SEN.TOTA.AID.FR\",\"name\":\"
International aid disbursed to total education, AFD and French Embassy to
Senegal (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_SLE.TOTA.AID.EC\",\"name\":\"
International aid disbursed to total education, European Commission to Sierra
Leone (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_TJK.TOTA.AID.AGAK\",\"name\":\"
International aid disbursed to total education, Aga Khan to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_VNM.TOTA.AID.CIDA\",\"name\":\"International
aid disbursed to total education, CIDA to Vietnam (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.2_ZMB.TOTA.AID.IRL\",\"name\":\"International
aid disbursed to total education, Ireland to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_AFG.TOTA.AID.FRA\",\"name\":\"International
aid disbursed to total education, France to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_ALB.TOTA.AID.CEIB\",\"name\":\"International
aid disbursed to total education, CEIB to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_BFA.TOTA.AID.CHE\",\"name\":\"
International aid disbursed to total education, Switzerland to Burkina Faso
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_CIV.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_CMR.TOTA.AID.FR\",\"name\":\"International
aid disbursed to total education, AFD and French Embassy to Cameroun (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_DJI.TOTA.AID.AFD\",\"name\":\"International
aid disbursed to total education, AFD to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_ETH.TOTA.AID.DFID\",\"name\":\"International
aid disbursed to total education, DFID to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_GEO.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_GHA.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_GIN.TOTA.AID.ADPP.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_GNB.TOTA.AID.ADPP.OTH\",\"name\":\"International
aid disbursed to total education, ADPP (other donors) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_KGZ.TOTA.AID.ADPP.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Kyrgyzstan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_KHM.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
to Cambodia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_LAO.TOTA.AID.EC\",\"name\":\"
International aid disbursed to total education, European Commission to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_LBR.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Liberia (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_MDG.TOTA.AID.FR\",\"name\":\"
International aid to total education executed by AFD and French Embassy in
Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_MOZ.TOTA.AID.DFID\",\"name\":\"
International aid disbursed to total education, DFID to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_MRT.TOTA.AID.SP\",\"name\":\"International
aid disbursed to total education, Spanish Cooperation to Mauritania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_MWI.TOTA.AID.DFID\",\"name\":\"International
aid disbursed to total education, DFID to Malawi (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_NER.TOTA.AID.FR\",\"name\":\"International
aid disbursed to total education, French Embassy to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_RWA.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_SEN.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
to Senegal (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_SLE.TOTA.AID.GIZ\",\"name\":\"
International aid disbursed to total education, GIZ to Sierra Leone (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_TJK.TOTA.AID.OPENS\",\"name\":\"
International aid disbursed to total education, Open Society Foundations to
Tajikistan (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_VNM.TOTA.AID.DFID\",\"name\":\"International
aid disbursed to total education, DFID to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.3_ZMB.TOTA.AID.ILO\",\"name\":\"International
aid disbursed to total education, ILO to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_AFG.TOTA.AID.DEU\",\"name\":\"International
aid disbursed to total education, Germany to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_BFA.TOTA.AID.DNK\",\"name\":\"
International aid disbursed to total education, Denmark to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_CIV.TOTA.AID.ISDB\",\"name\":\"
International aid disbursed to total education, IsDB to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_CMR.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_DJI.TOTA.AID.AFDB\",\"name\":\"International
aid disbursed to total education, AfDB to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_ETH.TOTA.AID.DVV\",\"name\":\"International
aid disbursed to total education, DVV international to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_GEO.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_GHA.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_GIN.TOTA.AID.ADPP.GPE\",\"name\":\"International
aid disbursed to total education, Global Partnership for Education to Guinea
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_GNB.TOTA.AID.EU\",\"name\":\"International
aid disbursed to total education, European Commission to Guinea Bissau (USD
million)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_KGZ.TOTA.AID.ADPP.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Kyrgyzstan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_KHM.TOTA.AID.EC\",\"name\":\"
International aid disbursed to total education, European Commission to Cambodia
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_LAO.TOTA.AID.DEU\",\"name\":\"
International aid disbursed to total education, Germany (GIZ and KfW) to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_MDG.TOTA.AID.JICA\",\"name\":\"
International aid to total education executed by JICA in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_MOZ.TOTA.AID.FIN\",\"name\":\"
International aid disbursed to total education, Finland to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_MRT.TOTA.AID.UNESCO\",\"name\":\"International
aid disbursed to total education, UNESCO to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_MWI.TOTA.AID.GIZ\",\"name\":\"International
aid disbursed to total education, GIZ to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_NER.TOTA.AID.JAPAN\",\"name\":\"International
aid disbursed to total education, Japan to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_RWA.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_SEN.TOTA.AID.IT\",\"name\":\"
International aid disbursed to total education, Italy to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_SLE.TOTA.AID.JICA\",\"name\":\"
International aid disbursed to total education, JICA to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_TJK.TOTA.AID.EC\",\"name\":\"
International aid disbursed to total education, European Commission to Tajikistan
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_VNM.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.4_ZMB.TOTA.AID.JPN\",\"name\":\"International
aid disbursed to total education, Japan to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_AFG.TOTA.AID.IND\",\"name\":\"International
aid disbursed to total education, India to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_BFA.TOTA.AID.JICA\",\"name\":\"
International aid disbursed to total education, JICA to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_CIV.TOTA.AID.FSD\",\"name\":\"
International aid disbursed to total education, FSD to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_CMR.TOTA.AID.UNESCO\",\"name\":\"International
aid disbursed to total education, UNESCO to Cameroun (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_DJI.TOTA.AID.ISDB\",\"name\":\"International
aid disbursed to total education, IsDB to Djibouti (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_ETH.TOTA.AID.EC\",\"name\":\"International
aid disbursed to total education, European Commission to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_GHA.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_GIN.TOTA.AID.ADPP.GIZ\",\"name\":\"International
aid disbursed to total education, GIZ to Guinea (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_GNB.TOTA.AID.FR\",\"name\":\"International
aid disbursed to total education, AFD and French Embassy to Guinea Bissau
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_KHM.TOTA.AID.JPN\",\"name\":\"
International aid disbursed to total education, Japan to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_LAO.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
to Laos (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_MDG.TOTA.AID.NOR\",\"name\":\"
International aid to total education executed by Norway in Madagascar (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_MOZ.TOTA.AID.FLAND\",\"name\":\"
International aid disbursed to total education, Flanders to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_MRT.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_MWI.TOTA.AID.GPE\",\"name\":\"International
aid disbursed to total education, Global Partnership for Education to Malawi
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_NER.TOTA.AID.KFW\",\"name\":\"International
aid disbursed to total education, KfW to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_RWA.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank to Rwanda (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_SEN.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_SLE.TOTA.AID.SIDA\",\"name\":\"
International aid disbursed to total education, Sida to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_TJK.TOTA.AID.GIZ\",\"name\":\"
International aid disbursed to total education, GIZ to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_VNM.TOTA.AID.UNESCO\",\"name\":\"International
aid disbursed to total education, UNESCO to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.5_ZMB.TOTA.AID.ZMB\",\"name\":\"International
aid disbursed to total education, Netherlands to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_AFG.TOTA.AID.JPN\",\"name\":\"International
aid disbursed to total education, Japan's MoFA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_BFA.TOTA.AID.NLD\",\"name\":\"
International aid disbursed to total education, Netherlands to Burkina Faso
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_CIV.TOTA.AID.KFW\",\"name\":\"
International aid disbursed to total education, KfW to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_CMR.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_DJI.TOTA.AID.IMOA\",\"name\":\"International
aid disbursed to total education, IMOA to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_ETH.TOTA.AID.FIN\",\"name\":\"International
aid disbursed to total education, Finland to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_GHA.TOTA.AID.WFP\",\"name\":\"International
aid disbursed to total education, WFP to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_GIN.TOTA.AID.ADPP.KFW\",\"name\":\"International
aid disbursed to total education, KfW to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_GNB.TOTA.AID.PORT\",\"name\":\"International
aid disbursed to total education, Portuguese Cooperation to Guinea Bissau
(USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_KHM.TOTA.AID.SWE\",\"name\":\"
International aid disbursed to total education, Sweden to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_LAO.TOTA.AID.JICA\",\"name\":\"
International aid disbursed to total education, JICA to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_MDG.TOTA.AID.WFP\",\"name\":\"
International aid to total education executed by WFP in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_MOZ.TOTA.AID.DEU\",\"name\":\"
International aid disbursed to total education, Germany (GIZ and KfW) to Mozambique
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_MWI.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_NER.TOTA.AID.WFP\",\"name\":\"International
aid disbursed to total education, WFP to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_SEN.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_SLE.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_TJK.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
(CF and EPDF) to Tajikistan (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_VNM.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.6_ZMB.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_AFG.TOTA.AID.JICA\",\"name\":\"International
aid disbursed to total education, JICA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_BFA.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_CIV.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_ETH.TOTA.AID.GIZ\",\"name\":\"International
aid disbursed to total education, GIZ\\/BMZ to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_GHA.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_GIN.TOTA.AID.ADPP.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_GNB.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF (excluding Japan funds) to Guinea
Bissau (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_KHM.TOTA.AID.UNESCO\",\"name\":\"
International aid disbursed to total education, UNESCO to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_LAO.TOTA.AID.UNESCO\",\"name\":\"
International aid disbursed to total education, UNESCO to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_MDG.TOTA.AID.UNESCO\",\"name\":\"
International aid to total education executed by UNESCO in Madagascar (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_MOZ.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education, GPE to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_MWI.TOTA.AID.KFW\",\"name\":\"International
aid disbursed to total education, KfW to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_NER.TOTA.AID.DFID\",\"name\":\"International
aid disbursed to total education, DFID to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_SLE.TOTA.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank (including the
Global Partnership for Education) to Sierra Leone (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_TJK.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_VNM.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.7_ZMB.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_AFG.TOTA.AID.NLD\",\"name\":\"International
aid disbursed to total education, Netherlands to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_BFA.TOTA.AID.EC\",\"name\":\"
International aid disbursed to total education, European Commission to Burkina
Faso (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_CIV.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_ETH.TOTA.AID.GPE\",\"name\":\"International
aid disbursed to total education, GPE Catalytic Fund to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_GNB.TOTA.AID.JAP\",\"name\":\"International
aid disbursed to total education, Japan (via UNICEF) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_KHM.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_LAO.TOTA.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_MDG.TOTA.AID.UNICEF\",\"name\":\"
International aid to total education executed by UNICEF (excluding GPE funds)
in Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_MOZ.TOTA.AID.IRL\",\"name\":\"
International aid disbursed to total education, Ireland to Mozambique (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_MWI.TOTA.AID.UNICEF\",\"name\":\"International
aid disbursed to total education, UNICEF to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_NER.TOTA.AID.CHE\",\"name\":\"International
aid disbursed to total education, Switzerland to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_SLE.TOTA.AID.WFP\",\"name\":\"
International aid disbursed to total education from WFP to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_TJK.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.8_VNM.TOTA.AID.WB\",\"name\":\"International
aid disbursed to total education, World Bank to Vietnam (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_AFG.TOTA.AID.NZL\",\"name\":\"International
aid disbursed to total education, New Zealand to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_ETH.TOTA.AID.ITA\",\"name\":\"International
aid disbursed to total education, Italian Cooperation to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_KHM.TOTA.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_LAO.TOTA.AID.WFP\",\"name\":\"
International aid disbursed to total education, WFP to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_MDG.TOTA.AID.GPE\",\"name\":\"
International aid disbursed to total education from the Global Partnership
for Education (via UNICEF and WB) to Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_MOZ.TOTA.AID.ITA\",\"name\":\"
International aid disbursed to total education, Italy to Mozambique (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_MWI.TOTA.AID.USAID\",\"name\":\"International
aid disbursed to total education, USAID to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_NER.TOTA.AID.LUX\",\"name\":\"International
aid disbursed to total education, Luxembourg to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.9_TJK.TOTA.AID.WFP\",\"name\":\"
International aid disbursed to total education, WFP to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.1.AMeanIncGr.All\",\"name\":\"Annualized
Mean Income Growth (2004-2009)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.1.AMeanIncGr.B40\",\"name\":\"Annualized
Mean Income Growth Bottom 40 Percent (2004-2009)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.1_RE.SHARE.IN.CAPACITY\",\"name\":\"Share
of renewable capacity in total capacity (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Share of renewable capacity in total capacity
(%): Share of renewable energy capacity in total istalled capacity\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"5.1_TOTAL.EDU.AID\",\"name\":\"International
aid for total education, disbursed (up to present year) and scheduled (next
years), aggregation of reporting donors (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Sum of international concessional
aid disbursed by reporting development partners (donors) to the total education
sector in a specific developing country. Targets indicate the sum of the scheduled
or projected aid. Accounted aid includes activities, projects, technical cooperation
and sector and budget support (20%), as it was reported by donors to the Global
Partnership for Education.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education (GPE) in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.12.01.01.unesco\",\"name\":\"UNESCO
reporting\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"UNESCO
Institute of Statistics compiles data on education based on official responses
to surveys and from reports provided by education authorities in each country.
As the recommended periodicity of these data is annual, annual reporting from
countries is considered a good practice.\",\"sourceOrganization\":\"World
Bank EdStats. Original source: UNESCO Institute for Statistics (UIS)\",\"topics\":[]},{\"id\":\"5.13.01.01.hlthsurv\",\"name\":\"Health
survey\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Health
surveys collect information on various aspects of health of populations, such
as health expenditure, access, utilization, and outcomes. They typically include
Demographic and Health Surveys, Core Welfare Indicator Questionnaire surveys,
Multiple Indicator Cluster Survey, Integrated Surveys, Living Standard Measuring
Surveys, Priority Surveys and other health related surveys. It is recommended
that health surveys be conducted at least every 3 to 5 years.\",\"sourceOrganization\":\"Microdata
library. Original source: Measure DHS - Demographic and Health Surveys\",\"topics\":[]},{\"id\":\"5.13.01.01.who\",\"name\":\"National
immunization coverage\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"WHO and UNICEF collect and review
data available on national immunization coverage. Then estimates on the level
of immunization coverage are made by using officially reported data, survey
results, scientific literature, and by taking account of potential biases
and consultation with local experts. The gap between the international estimates
and the government official estimates therefore suggests that the estimation
method adopted by the country differs from the internationally recommended
practice.\",\"sourceOrganization\":\"WHO \\/ UNICEF\",\"topics\":[]},{\"id\":\"5.14.01.01.povsurv\",\"name\":\"Poverty
survey\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Poverty
surveys collect data on household income, consumption and expenditure, including
income in kind. They typically include income, expenditure, and consumption
surveys, household budget surveys, Integrated Surveys, Living Standard Measuring
Surveys, and other poverty related surveys. It is recommended that poverty
surveys be conducted at least every 3 to 5 years.\",\"sourceOrganization\":\"World
Bank Microdata library\",\"topics\":[]},{\"id\":\"5.2.1_AFG.BAS.AID.CIDA\",\"name\":\"International
aid disbursed to basic education, CIDA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_ALB.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_BFA.BAS.AID.CIDA\",\"name\":\"International
aid disbursed to basic education, CIDA to Burkina Faso (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_CAF.BAS.AID.GPE\",\"name\":\"
International aid disbursed to total education, Global Partnership for Education
to Central African Republic (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_CIV.BAS.AID.AFDB\",\"name\":\"
International aid disbursed to basic education, AfDB to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_CMR.BAS.AID.BAD\",\"name\":\"International
aid disbursed to basic education, AfDB to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_DJI.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank (IDA) to Djibouti (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_ETH.BAS.AID.ADB\",\"name\":\"International
aid disbursed to basic education, ADB to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_GEO.BAS.AID.EC\",\"name\":\"International
aid disbursed to basic education, European Commission to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_GHA.BAS.AID.DFID\",\"name\":\"International
aid disbursed to basic education, DFID to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_GIN.BAS.AID.ADPP.AFD\",\"name\":\"International
aid disbursed to basic education, AFD to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_GNB.BAS.AID.ADPP.EU\",\"name\":\"International
aid disbursed to basic education, ADPP (European Union) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_KGZ.BAS.AID.ADPP.EU\",\"name\":\"
International aid disbursed to basic education, European Commission to Kyrgyzstan
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_KHM.BAS.AID.BAD\",\"name\":\"
International aid disbursed to basic education, AfDB to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_LAO.BAS.AID.ADB\",\"name\":\"
International aid disbursed to basic education, ADB to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_LBR.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Liberia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_MDA.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Moldova (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_MDG.BAS.AID.WB\",\"name\":\"
International aid to basic education executed by World Bank (GPE funds) in
Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_MRT.TOTA.AID.WFP\",\"name\":\"International
aid disbursed to total education, WFP to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_MWI.BAS.AID.AFDB\",\"name\":\"International
aid disbursed to basic education, AfDB to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_NER.BAS.AID.AFD\",\"name\":\"International
aid disbursed to basic education, AFD to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_RWA.BAS.AID.DFID\",\"name\":\"
International aid disbursed to basic education, DFID to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_SEN.BAS.AID.CIDA\",\"name\":\"
International aid disbursed to basic education, CIDA to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_SLE.BAS.AID.DFID\",\"name\":\"
International aid disbursed to basic education, DFID to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_TJK.BAS.AID.AGAK\",\"name\":\"
International aid disbursed to basic education, Aga Khan to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_TLS.TOT.AID.AUSAID.CFAUS\",\"name\":\"
International aid disbursed to total education, AusAID and ChildFund Australia
to Tajikistan (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_VNM.BAS.AID.CIDA\",\"name\":\"International
aid disbursed to basic education, CIDA to Vietnam (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.1_ZMB.BAS.AID.DNK\",\"name\":\"International
aid disbursed to basic education, Denmark to Zambia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_AFG.BAS.AID.SIDA\",\"name\":\"International
aid disbursed to basic education, Sida to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_ETH.BAS.AID.JPN\",\"name\":\"International
aid disbursed to basic education, Japan Government to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_KHM.BAS.AID.WFP\",\"name\":\"
International aid disbursed to basic education, WFP to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_LAO.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_MDG.BAS.AID.EC\",\"name\":\"
International aid to basic education executed by the European Commission in
Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_MWI.BAS.AID.WFP\",\"name\":\"International
aid disbursed to basic education, WFP to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_NER.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.10_TLS.TOT.AID.PRIV\",\"name\":\"
International aid disbursed to total education, private donors to Timor-Leste
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_AFG.BAS.AID.UNESCO\",\"name\":\"International
aid disbursed to basic education, UNESCO to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_ETH.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_KHM.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Cambodia (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_LAO.BAS.AID.INGOS\",\"name\":\"
International aid disbursed to basic education, International NGOs to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_MWI.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.11_TLS.TOT.AID.UNICEF\",\"name\":\"
International aid disbursed to total education, UNICEF to Timor-Leste (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.12_AFG.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.12_ETH.BAS.AID.KFW\",\"name\":\"International
aid disbursed to basic education, KfW to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.12_TLS.TOT.AID.USAID\",\"name\":\"
International aid disbursed to total education, USAID to Timor-Leste (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.13_AFG.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.13_ETH.BAS.AID.NLD\",\"name\":\"International
aid disbursed to basic education, Netherlands to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.14_ETH.BAS.AID.SIDA\",\"name\":\"International
aid disbursed to basic education, Sida to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.15_ETH.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.16_ETH.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.17_ETH.BAS.AID.WFP\",\"name\":\"International
aid disbursed to basic education, WFP to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.18_ETH.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_AFG.BAS.AID.DANIDA\",\"name\":\"International
aid disbursed to basic education, DANIDA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_ALB.BAS.AID.BEI\",\"name\":\"International
aid disbursed to basic education, BEI to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_BFA.BAS.AID.AFD\",\"name\":\"
International aid disbursed to basic education, AFD to Burkina Faso (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_CIV.BAS.AID.BADEA\",\"name\":\"
International aid disbursed to basic education, BADEA to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_CMR.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_DJI.BAS.AID.FSD\",\"name\":\"International
aid disbursed to basic education, FSD to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_ETH.BAS.AID.BEL\",\"name\":\"International
aid disbursed to basic education, Belgium (VLIR USO) to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_GEO.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_GHA.BAS.AID.GPE\",\"name\":\"International
aid disbursed to basic education, Global Partnership for Education to Djibouti
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_GIN.BAS.AID.ADPP.AFDB\",\"name\":\"International
aid disbursed to basic education, AfDB to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_GNB.BAS.AID.ADPP.HUM\",\"name\":\"International
aid disbursed to basic education, ADPP (Humana People to People) to Guinea
Bissau (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_KGZ.BAS.AID.ADPP.GIZ\",\"name\":\"
International aid disbursed to basic education, GIZ to Kyrgyzstan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_KHM.BAS.AID.BEL\",\"name\":\"
International aid disbursed to basic education, Belgium to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_LAO.BAS.AID.AUS\",\"name\":\"
International aid disbursed to basic education, AusAID to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_LBR.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, USAID to Liberia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_MDA.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Moldova (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_MDG.BAS.AID.ILO\",\"name\":\"
International aid to basic education executed by ILO in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_MRT.BAS.AID.AFD\",\"name\":\"International
aid disbursed to basic education, AFD to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_MWI.BAS.AID.CIDA\",\"name\":\"International
aid disbursed to basic education, CIDA to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_NER.BAS.AID.BEL\",\"name\":\"International
aid disbursed to basic education, Belgium to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_RWA.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
to Rwanda (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_SEN.BAS.AID.FR\",\"name\":\"
International aid disbursed to basic education, AFD and French Embassy to
Senegal (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_SLE.BAS.AID.EC\",\"name\":\"
International aid disbursed to basic education, European Commission to Sierra
Leone (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_TJK.BAS.AID.OPENS\",\"name\":\"
International aid disbursed to basic education, Open Society Foundations to
Tajikistan (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_TLS.TOT.AID.AUSAID.WB\",\"name\":\"
International aid disbursed to total education, AusAID (World Bank) to Timor-Leste
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_VNM.BAS.AID.DFID\",\"name\":\"International
aid disbursed to basic education, DFID to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.2_ZMB.BAS.AID.IRL\",\"name\":\"International
aid disbursed to basic education, Ireland to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_AFG.BAS.AID.FRA\",\"name\":\"International
aid disbursed to basic education, France to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_ALB.BAS.AID.CEIB\",\"name\":\"International
aid disbursed to basic education, CEIB to Albania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_BFA.BAS.AID.CHE\",\"name\":\"
International aid disbursed to basic education, Switzerland to Burkina Faso
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_CIV.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_CMR.BAS.AID.FR\",\"name\":\"International
aid disbursed to basic education, AFD and French Embassy to Cameroun (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_DJI.BAS.AID.AFD\",\"name\":\"International
aid disbursed to basic education, AFD to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_ETH.BAS.AID.DFID\",\"name\":\"International
aid disbursed to basic education, DFID to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_GEO.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_GHA.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_GIN.BAS.AID.ADPP.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_GNB.BAS.AID.ADPP.OTH\",\"name\":\"International
aid disbursed to basic education, ADPP (other donors) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_KGZ.BAS.AID.ADPP.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Kyrgyzstan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_KHM.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
to Cambodia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_LAO.BAS.AID.EC\",\"name\":\"
International aid disbursed to basic education, European Commission to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_LBR.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Liberia (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_MDG.BAS.AID.FR\",\"name\":\"
International aid to basic education executed by AFD and French Embassy in
Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_MRT.BAS.AID.ISDB\",\"name\":\"International
aid disbursed to basic education, IsDB to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_MWI.BAS.AID.DFID\",\"name\":\"International
aid disbursed to basic education, DFID to Malawi (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_NER.BAS.AID.FR\",\"name\":\"International
aid disbursed to basic education, French Embassy to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_RWA.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_SEN.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
to Senegal (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_SLE.BAS.AID.GIZ\",\"name\":\"
International aid disbursed to basic education, GIZ to Sierra Leone (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_TJK.BAS.AID.EC\",\"name\":\"
International aid disbursed to basic education, European Commission to Tajikistan
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_TLS.TOT.AID.AUS\",\"name\":\"
International aid disbursed to total education, Australia to Timor-Leste (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_VNM.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.3_ZMB.BAS.AID.ILO\",\"name\":\"International
aid disbursed to basic education, ILO to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_AFG.BAS.AID.DEU\",\"name\":\"International
aid disbursed to basic education, Germany to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_BFA.BAS.AID.DNK\",\"name\":\"
International aid disbursed to basic education, Denmark to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_CIV.BAS.AID.ISDB\",\"name\":\"
International aid disbursed to basic education, IsDB to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_CMR.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_DJI.BAS.AID.AFDB\",\"name\":\"International
aid disbursed to basic education, AfDB to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_ETH.BAS.AID.DVV\",\"name\":\"International
aid disbursed to basic education, DVV international to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_GEO.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Georgia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_GHA.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_GIN.BAS.AID.ADPP.GPE\",\"name\":\"International
aid disbursed to basic education, Global Partnership for Education to Guinea
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_GNB.BAS.AID.EU\",\"name\":\"International
aid disbursed to basic education, European Commission to Guinea Bissau (USD
million)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_KGZ.BAS.AID.ADPP.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Kyrgyzstan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_KHM.BAS.AID.EC\",\"name\":\"
International aid disbursed to basic education, European Commission to Cambodia
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_LAO.BAS.AID.DEU\",\"name\":\"
International aid disbursed to basic education, Germany (GIZ and KfW) to Laos
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_MDG.BAS.AID.JICA\",\"name\":\"
International aid to basic education executed by JICA in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_MRT.BAS.AID.SP\",\"name\":\"International
aid disbursed to basic education, Spanish Cooperation to Mauritania (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_MWI.BAS.AID.GIZ\",\"name\":\"International
aid disbursed to basic education, GIZ to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_NER.BAS.AID.JAPAN\",\"name\":\"International
aid disbursed to basic education, Japan to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_RWA.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, USAID to Rwanda (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_SEN.BAS.AID.IT\",\"name\":\"
International aid disbursed to basic education, Italy to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_SLE.BAS.AID.JICA\",\"name\":\"
International aid disbursed to basic education, JICA to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_TJK.BAS.AID.GIZ\",\"name\":\"
International aid disbursed to basic education, GIZ to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_TLS.TOT.AID.WB\",\"name\":\"
International aid disbursed to total education, World Bank (IDA) to Timor-Leste
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_VNM.BAS.AID.UNESCO\",\"name\":\"International
aid disbursed to basic education, UNESCO to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.4_ZMB.BAS.AID.JPN\",\"name\":\"International
aid disbursed to basic education, Japan to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_AFG.BAS.AID.IND\",\"name\":\"International
aid disbursed to basic education, India to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_BFA.BAS.AID.JICA\",\"name\":\"
International aid disbursed to basic education, JICA to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_CIV.BAS.AID.FSD\",\"name\":\"
International aid disbursed to basic education, FSD to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_CMR.BAS.AID.UNESCO\",\"name\":\"International
aid disbursed to basic education, UNESCO to Cameroun (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_DJI.BAS.AID.ISDB\",\"name\":\"International
aid disbursed to basic education, IsDB to Djibouti (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_ETH.BAS.AID.EC\",\"name\":\"International
aid disbursed to basic education, European Commission to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_GHA.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_GIN.BAS.AID.ADPP.GIZ\",\"name\":\"International
aid disbursed to basic education, GIZ to Guinea (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_GNB.BAS.AID.FR\",\"name\":\"International
aid disbursed to basic education, AFD and French Embassy to Guinea Bissau
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_KHM.BAS.AID.JPN\",\"name\":\"
International aid disbursed to basic education, Japan to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_LAO.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
to Laos (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_MDG.BAS.AID.NOR\",\"name\":\"
International aid to basic education executed by Norway in Madagascar (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_MRT.BAS.AID.UNESCO\",\"name\":\"International
aid disbursed to basic education, UNESCO to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_MWI.BAS.AID.GPE\",\"name\":\"International
aid disbursed to basic education, Global Partnership for Education to Malawi
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_NER.BAS.AID.KFW\",\"name\":\"International
aid disbursed to basic education, KfW to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_RWA.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Rwanda (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_SEN.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_SLE.BAS.AID.SIDA\",\"name\":\"
International aid disbursed to basic education, Sida to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_TJK.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
(CF and EPDF) to Tajikistan (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_TLS.TOT.AID.JPN\",\"name\":\"
International aid disbursed to total education, Japan to Timor-Leste (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_VNM.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.5_ZMB.BAS.AID.ZMB\",\"name\":\"International
aid disbursed to basic education, Netherlands to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_AFG.BAS.AID.JPN\",\"name\":\"International
aid disbursed to basic education, Japan's MoFA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_BFA.BAS.AID.NLD\",\"name\":\"
International aid disbursed to basic education, Netherlands to Burkina Faso
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_CIV.BAS.AID.KFW\",\"name\":\"
International aid disbursed to basic education, KfW to C\xF4te d'Ivoire (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_CMR.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Cameroun (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_DJI.BAS.AID.IMOA\",\"name\":\"International
aid disbursed to basic education, IMOA to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_ETH.BAS.AID.FIN\",\"name\":\"International
aid disbursed to basic education, Finland to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_GHA.BAS.AID.WFP\",\"name\":\"International
aid disbursed to basic education, WFP to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_GIN.BAS.AID.ADPP.KFW\",\"name\":\"International
aid disbursed to basic education, KfW to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_GNB.BAS.AID.PORT\",\"name\":\"International
aid disbursed to basic education, Portuguese Cooperation to Guinea Bissau
(USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_KHM.BAS.AID.SWE\",\"name\":\"
International aid disbursed to basic education, Sweden to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_LAO.BAS.AID.JICA\",\"name\":\"
International aid disbursed to basic education, JICA to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_MDG.BAS.AID.WFP\",\"name\":\"
International aid to basic education executed by WFP in Madagascar (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_MRT.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_MWI.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_NER.BAS.AID.WFP\",\"name\":\"International
aid disbursed to basic education, WFP to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_SEN.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, USAID to Senegal (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_SLE.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Sierra Leone (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_TJK.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_TLS.TOT.AID.KOR\",\"name\":\"
International aid disbursed to total education, South Korea to Timor-Leste
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_VNM.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Vietnam (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.6_ZMB.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_AFG.BAS.AID.JICA\",\"name\":\"International
aid disbursed to basic education, JICA to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_BFA.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Burkina Faso (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_CIV.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_ETH.BAS.AID.GIZ\",\"name\":\"International
aid disbursed to basic education, GIZ\\/BMZ to Ethiopia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_GHA.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Djibouti (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_GIN.BAS.AID.ADPP.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Guinea (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_GNB.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF (excluding Japan funds) to Guinea
Bissau (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_KHM.BAS.AID.UNESCO\",\"name\":\"
International aid disbursed to basic education, UNESCO to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_LAO.BAS.AID.UNESCO\",\"name\":\"
International aid disbursed to basic education, UNESCO to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_MDG.BAS.AID.UNESCO\",\"name\":\"
International aid to basic education executed by UNESCO in Madagascar (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_MRT.BAS.AID.WFP\",\"name\":\"International
aid disbursed to basic education, WFP to Mauritania (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_MWI.BAS.AID.KFW\",\"name\":\"International
aid disbursed to basic education, KfW to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_NER.BAS.AID.DFID\",\"name\":\"International
aid disbursed to basic education, DFID to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_SLE.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank (including the
Global Partnership for Education) to Sierra Leone (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_TJK.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, USAID to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_TLS.TOT.AID.NZL\",\"name\":\"
International aid disbursed to total education, New Zealand to Timor-Leste
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_VNM.BAS.AID.WB\",\"name\":\"International
aid disbursed to basic education, World Bank to Vietnam (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.7_ZMB.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Zambia (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_AFG.BAS.AID.NLD\",\"name\":\"International
aid disbursed to basic education, Netherlands to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_BFA.BAS.AID.EC\",\"name\":\"
International aid disbursed to basic education, European Commission to Burkina
Faso (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_CIV.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, USAID to C\xF4te d'Ivoire
(USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on
Aid Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_ETH.BAS.AID.GPE\",\"name\":\"International
aid disbursed to basic education, GPE Catalytic Fund to Ethiopia (USD million)
\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_GNB.BAS.AID.JAP\",\"name\":\"International
aid disbursed to basic education, Japan (via UNICEF) to Guinea Bissau (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_KHM.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_LAO.BAS.AID.UNICEF\",\"name\":\"
International aid disbursed to basic education, UNICEF to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_MDG.BAS.AID.UNICEF\",\"name\":\"
International aid to basic education executed by UNICEF in Madagascar (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_MWI.BAS.AID.UNICEF\",\"name\":\"International
aid disbursed to basic education, UNICEF to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_NER.BAS.AID.CHE\",\"name\":\"International
aid disbursed to basic education, Switzerland to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_SLE.BAS.AID.WFP\",\"name\":\"
International aid disbursed to basic education, WFP to Sierra Leone (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_TJK.BAS.AID.WFP\",\"name\":\"
International aid disbursed to basic education, WFP to Tajikistan (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.8_TLS.TOT.AID.CFNZL\",\"name\":\"
International aid disbursed to total education, ChildFund NZAID and UNICEF
to Timor-Leste (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_AFG.BAS.AID.NZL\",\"name\":\"International
aid disbursed to basic education, New Zealand to Afghanistan (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_ETH.BAS.AID.ITA\",\"name\":\"International
aid disbursed to basic education, Italian Cooperation to Ethiopia (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_KHM.BAS.AID.USAID\",\"name\":\"
International aid disbursed to basic education, AUSAID to Cambodia (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_LAO.BAS.AID.WFP\",\"name\":\"
International aid disbursed to basic education, WFP to Laos (USD million)
\ \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_MDG.BAS.AID.GPE\",\"name\":\"
International aid disbursed to basic education, Global Partnership for Education
to Madagascar (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_MWI.BAS.AID.USAID\",\"name\":\"International
aid disbursed to basic education, USAID to Malawi (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_NER.BAS.AID.LUX\",\"name\":\"International
aid disbursed to basic education, Luxembourg to Niger (USD million) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_TJK.BAS.AID.WB\",\"name\":\"
International aid disbursed to basic education, World Bank to Tajikistan (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.9_TLS.TOT.AID.PRT\",\"name\":\"
International aid disbursed to total education, Portugal to Timor-Leste (USD
million) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The 2011 Monitoring Exercise on Aid
Effectiveness in the Education Sector was produced by the Global Partnership
for Education in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.2.AMeanIncGr.All\",\"name\":\"Annualized
Mean Income Growth (2009-2014)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.2.AMeanIncGr.B40\",\"name\":\"Annualized
Mean Income Growth Bottom 40 Percent (2009-2014)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"The indicator to monitor shared prosperity
is the growth in real per capita income (or consumption) of the bottom 40
percent of the income (or consumption) distribution in a country.\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development
Indicators\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"5.2_BASIC.EDU.AID\",\"name\":\"International
aid for basic education, disbursed (up to present year) and scheduled (next
years), aggregation of reporting donors (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Sum of international concessional
aid disbursed by reporting development partners (donors) to the total education
sector in a specific developing country. Targets indicate the sum of the scheduled
or projected aid. Accounted aid includes activities, projects, technical cooperation
and sector and budget support (20%), as it was reported by donors to the Global
Partnership for Education.\",\"sourceOrganization\":\"The 2011 Monitoring
Exercise on Aid Effectiveness in the Education Sector was produced by the
Global Partnership for Education (GPE) in parallel to the OECD\u2019s 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\\/\",\"topics\":[]},{\"id\":\"5.21.01.01.sdds\",\"name\":\"Special
Data Dissemination Standard\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"The Special Data Dissemination Standard
(SDDS) was established by the IMF for member countries that have or that might
seek access to international capital markets, to guide them in providing their
economic and financial data to the public. Although subscription is voluntary,
the subscribing member needs to be committed to observing the standard and
provide information about its data and data dissemination practices (metadata).
The metadata are posted on the IMF's Dissemination Standards Bulletin Board.
The SDDS is expected to enhance the availability of timely and comprehensive
data and improve the functioning of financial markets.\",\"sourceOrganization\":\"World
Bank: World Development Indicator (Primary Data Documentation). Original
Source: IMF SDDS website\",\"topics\":[]},{\"id\":\"5.51.01.01.poverty\",\"name\":\"Income
poverty\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Proportion
of population below US$1.25 a day is the percentage of the population living
on less than $1.25 a day at 2005 international prices. The US$1.25 poverty
line is compared to consumption or income per person and includes consumption
from own production and income in kind. This poverty line has fixed purchasing
power across countries. This indicator measures progress toward the reduction
of extreme poverty and relates to the first MDG goal to eradicate extreme
poverty and hunger.\",\"sourceOrganization\":\"World Development Indicator
(WDI) databank. Original source: World Bank, Development Research Group, PovcalNet\",\"topics\":[]},{\"id\":\"5.51.01.02.malnut\",\"name\":\"Child
malnutrition\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity
Indicators\"},\"sourceNote\":\"Prevalence of underweight children under-five
years of age, also known as prevalence of child malnutrition (weight for age),
is the percentage of children under-five whose weight for age is less than
minus two standard deviations from the median for the international reference
population ages 0 to 59 months. The data are based on the World Health Organization\u2019s
new child growth standards released in 2006. Child malnutrition is linked
to poverty, low levels of education, and poor access to health services. Sufficient
and good-quality nutrition is therefore critical for development, health,
and survival of current and succeeding generations. This indicator monitors
nutritional status and health in populations and relates to the first MDG
aiming at reducing poverty and hunger.\",\"sourceOrganization\":\"World Development
Indicator (WDI) databank. Original source: World Health Organization (WHO),
Global Database on Child Growth and Malnutrition\",\"topics\":[]},{\"id\":\"5.51.01.03.mortal\",\"name\":\"Child
mortality\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Under-five
mortality rate is the probability that a newborn baby will die before reaching
age five, if subject to current age-specific mortality rates. The probability
is expressed as a rate per 1,000. The indicator measures child survival. Survival
of a child is closely linked to the provision of primary health-care services;
but poverty, malnutrition, a decline in breast-feeding, maternal education,
use of improved water, and inadequacy sanitation and health facilities are
all associated with high child mortality. The indicator relates to the fourth
MDG calling for reducing child mortality.\",\"sourceOrganization\":\"World
Development Indicator (WDI) databank. Original source: UNICEF, WHO, World
Bank, UN DESA, UNPD\",\"topics\":[]},{\"id\":\"5.51.01.04.immun\",\"name\":\"Immunization\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"The proportion of one-year-old children
immunized against measles is the proportion of children aged one who received
one dose of measles vaccine. A child is considered adequately immunized against
measles after receiving one dose of vaccine. Immunization is an essential
component for reducing under-five mortality, and it serves as a proxy to measure
the coverage and the quality of the child health care system. This indicator
is also related to the fourth MDG aiming at reducing child mortality.\",\"sourceOrganization\":\"World
Development Indicator (WDI) databank. Original source: WHO and UNICEF\",\"topics\":[]},{\"id\":\"5.51.01.05.hiv\",\"name\":\"HIV\\/AIDS\",\"source\":{\"id\":\"36\",\"value\":\"Statistical
Capacity Indicators\"},\"sourceNote\":\"HIV prevalence at any given age is
the difference between the cumulative numbers of people who have become affected
with HIV up to this age and the number who died, expressed as a percentage
of the total number alive at this age. The basis of measuring infection is
the incidence of HIV among people aged 15-49. HIV\\/AIDS is one of the world\u2019s
most important killers and has its greatest impact on poor countries and poor
people. This indicator relates to MDG number six to combat HIV\\/AIDS, malaria,
and other diseases.\",\"sourceOrganization\":\"World Development Indicator
(WDI) databank. Original source: UNAIDS\",\"topics\":[]},{\"id\":\"5.51.01.06.matern\",\"name\":\"Maternal
health\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Births
attended by skilled health staff are the percentage of deliveries attended
by personnel trained to give the necessary supervision, care, and advice to
women during pregnancy, labor, and the postpartum period, to conduct deliveries
on their own, and to care for the newborns. High maternal mortality rates
in many countries are the result of inadequate reproductive health care for
women and inadequately spaced births. The indicator monitors the ability of
the health system to provide good antenatal and postnatal care for women and
relates to the fifth MDG aiming at improving maternal health, with a target
of reducing by three-quarters, between 1990 and 2015, the maternal mortality
ratio.\",\"sourceOrganization\":\"World Development Indicator (WDI) databank.
Original sources: UNICEF: State of the World's Children\",\"topics\":[]},{\"id\":\"5.51.01.07.gender\",\"name\":\"Gender
equality\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"The
indicator is defined as the ratio of the gross enrollment rate of girls to
boys in primary and secondary education levels in both public and private
schools. Women have an enormous impact on the well-being of their families
and societies, but their potential is sometimes not realized because of discriminatory
social norms, incentives, and legal institutions. Although their status has
improved in recent decades, gender inequalities persist. Education is one
of the most important aspects of human development, and eliminating gender
disparity at all levels of education would help to increase the status and
capabilities of women. This indicator provides a measure of equality of educational
opportunity and relates to the third MDG that seeks to promote gender equality
and the empowerment of women.\",\"sourceOrganization\":\"World Development
Indicator (WDI) databank. Original source: UNESCO Institute for Statistics:
Table 5: Enrolment ratios by ISCED level\",\"topics\":[]},{\"id\":\"5.51.01.08.primcomp\",\"name\":\"Primary
completion\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Primary
completion rate (PCR) is the number of students successfully completing the
last year of (or graduating from) primary school in a given year, divided
by the number of children of official graduation age in the population. Because
of difficulties with developing data based on this definition, data analysis
is generally based on the PCR proxy indicator which is the number of children
reaching the last year of primary school (as defined by a country) net of
repeaters. The indicator, which monitors education system coverage and student
progression, is intended to measure human capital formation and school system
quality and efficiency and relates to the second MDG to achieve universal
primary education.\",\"sourceOrganization\":\"World Development Indicator
(WDI) databank. Original source: UNESCO Institute for Statistics: Table 12:
Measures of progression and completion in primary education (ISCED 1)\",\"topics\":[]},{\"id\":\"5.51.01.09.water\",\"name\":\"Access
to water\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity Indicators\"},\"sourceNote\":\"Access
to an improved water source is currently defined as the percentage of the
population that can obtain at least 20 liters per person per day from an \u201Cimproved\u201D
source that is within one kilometer of the user\u2019s dwelling. Improved
water sources include household connection, public standpipe, borehole, protected
well or spring, and rainwater collection, but do not include water provided
through vendors, tanker trucks, unprotected wells, unprotected springs, and
bottled water. Unsafe water and lack of basic sanitation is the direct cause
of many water-related diseases in developing countries. This indicator monitors
access to improved water sources based on the assumption that improved sources
are likely to provide safer water and relates to the seventh MDG to ensure
environmental sustainability.\",\"sourceOrganization\":\"World Development
Indicator (WDI) databank. Original source: World Health Organization and United
Nations Children's Fund, Joint Measurement Programme (JMP)\",\"topics\":[]},{\"id\":\"5.51.01.10.gdp\",\"name\":\"Per
capita GDP growth\",\"source\":{\"id\":\"36\",\"value\":\"Statistical Capacity
Indicators\"},\"sourceNote\":\"GDP per capita is the sum of gross value added
by all resident producers in the economy plus any product taxes (less subsidies)
not included in the valuation of output, divided by mid-year population. Growth
is calculated from constant price GDP data in local currency. Sustained economic
growth increases average incomes and is strongly linked to poverty reduction.
GDP per capita provides a basic measure of the value of output per person,
which is an indirect indicator of per capita income. Growth in GDP and GDP
per capita are considered broad measures of economic growth.\",\"sourceOrganization\":\"World
Development Indicator (WDI) databank. Original source: World Bank national
accounts data, and OECD National Accounts data files\",\"topics\":[]},{\"id\":\"6.0.Conspc\",\"name\":\"Consumption
per capita (2011 $)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Consumption
per capita is the market value of all goods and services, including durable
products and payments and fees to governments to obtain permits and licenses,
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes the expenditures of nonprofit
institutions serving households, even when reported separately by the country.\",\"sourceOrganization\":\"LAC
Equity Lab Tablulations of the World Development Indicators (World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"6.0.GDP_current\",\"name\":\"GDP (current $)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"GDP is the sum of gross value added by all
resident producers in the economy plus any product taxes and minus any subsidies
not included in the value of the products. It is calculated without making
deductions for depreciation of fabricated assets or for depletion and degradation
of natural resources. Data are in current U.S. dollars. Dollar figures for
GDP are converted from domestic currencies using single year official exchange
rates. For a few countries where the official exchange rate does not reflect
the rate effectively applied to actual foreign exchange transactions, an alternative
conversion factor is used. \",\"sourceOrganization\":\"World Development Indicators
(World Bank)\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"6.0.GDP_growth\",\"name\":\"GDP
growth (annual %)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Annual
percentage growth rate of GDP at market prices based on constant local currency.
Aggregates are based on constant 2011 U.S. dollars. GDP is the sum of gross
value added by all resident producers in the economy plus any product taxes
and minus any subsidies not included in the value of the products. It is calculated
without making deductions for depreciation of fabricated assets or for depletion
and degradation of natural resources.\",\"sourceOrganization\":\"World Development
Indicators (World Bank)\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy &
Growth\"}]},{\"id\":\"6.0.GDP_usd\",\"name\":\"GDP (constant 2005 $)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"GDP is the sum of gross value added by all
resident producers in the economy plus any product taxes and minus any subsidies
not included in the value of the products. It is calculated without making
deductions for depreciation of fabricated assets or for depletion and degradation
of natural resources. Data are in constant 2005 U.S. dollars. Dollar figures
for GDP are converted from domestic currencies using 2000 official exchange
rates. For a few countries where the official exchange rate does not reflect
the rate effectively applied to actual foreign exchange transactions, an alternative
conversion factor is used. \",\"sourceOrganization\":\"World Development Indicators
(World Bank)\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"6.0.GDPpc_constant\",\"name\":\"GDP
per capita, PPP (constant 2011 international $) \",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"GDP per capita based on purchasing power parity
(PPP). PPP GDP is gross domestic product converted to international dollars
using purchasing power parity rates. An international dollar has the same
purchasing power over GDP as the U.S. dollar has in the United States. GDP
is the sum of gross value added by all resident producers in the economy plus
any product taxes and minus any subsidies not included in the value of the
products. It is calculated without making deductions for depreciation of fabricated
assets or for depletion and degradation of natural resources. Data are in
constant 2011 international dollars. \",\"sourceOrganization\":\"World Development
Indicators (World Bank)\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy &
Growth\"}]},{\"id\":\"6.0.GNIpc\",\"name\":\"GNI per capita (2011 $)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"GNI per capita is the gross national income,
converted to U.S. dollars using the World Bank Atlas method, divided by the
midyear population. GNI is the sum of value added by all resident producers
plus any product taxes (less subsidies) not included in the valuation of output
plus net receipts of primary income (compensation of employees and property
income) from abroad. To smooth fluctuations in prices and exchange rates,
a special Atlas method of conversion is used by the World Bank. This applies
a conversion factor that averages the exchange rate for a given year and the
two preceding years, adjusted for differences in rates of inflation between
the country, and the Euro area, Japan, the United Kingdom, and the United
States.\",\"sourceOrganization\":\"LAC Equity Lab Tablulations of the World
Development Indicators (World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"6.1.1_PRIMARY.ENERGY.SUPPLY\",\"name\":\"Total primary
energy supply (TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy
for All\"},\"sourceNote\":\"Total primary energy supply (TJ): As defined by
the IEA, total primary energy supply is made up of production+net imports-international
marine and aviation bunkers+-stock changes.\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"6.1.2_GDP.PPP\",\"name\":\"GDP (2011 USD PPP)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"6.1_LEG.CA\",\"name\":\"Coordinating
agency of Local Education Group (1=text in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Coordinating Agency (CA) or
lead donor in the Local Education Group (LEG) coordinates and facilitates
partners\u2019 engagement with the Global Partnership for Education, thus
serving as the communication link between the LEG and the Secretariat. The
CA has a central role in facilitating the work of the LEG and is selected
by this group. The LEG is the local structure of the Global Partnership for
Education that bring together partners to develop high quality education strategies
and programs. They are typically led by the Ministry of Education and include
development partners and other education stakeholders such as national government
and public entities, local and international civil society organizations (CSOs),
CSO coalitions, teachers' and parents' organizations and private sector providers.
The specific composition, title, and working arrangements of the LEG will
vary from country to country. The LEG should be a collaborative forum for
policy dialogue and for alignment and harmonization of technical and financial
support to the education sector plan. It seeks to ensure that all parties
are kept fully apprised of the progress and challenges in the sector, and
it collates and disseminates information on domestic and external funding
for the education sector.\",\"sourceOrganization\":\"Data were collected from
national and other publicly available sources, and validated by the Local
Education Group (LEG) in each country. 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. The use of \\\"1\\\" as value indicates that
the indicator contains text, expressed as a note for the specific country.\",\"topics\":[]},{\"id\":\"6.1_PRIMARY.ENERGY.INTENSITY\",\"name\":\"Energy
intensity level of primary energy (MJ\\/$2005 PPP)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Energy intensity level of primary energy
(MJ\\/$2005 PPP): A 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. \",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"6.2_LEG.OTHER.DONORS\",\"name\":\"Donor members
in Local Education Group (1=text in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Development partners other than
the Coordinating Agency or lead donor in the Local Education Group (LEG),
excluding civil society organizations (CSOs) and government and public entities.
The LEG is the local structure of the Global Partnership for Education that
bring together partners to develop high quality education strategies and programs.
They are typically led by the Ministry of Education and include development
partners and other education stakeholders such as national government and
public entities, local and international civil society organizations (CSOs),
CSO coalitions, teachers' and parents' organizations and private sector providers.
The specific composition, title, and working arrangements of the LEG will
vary from country to country. The LEG should be a collaborative forum for
policy dialogue and for alignment and harmonization of technical and financial
support to the education sector plan. It seeks to ensure that all parties
are kept fully apprised of the progress and challenges in the sector, and
it collates and disseminates information on domestic and external funding
for the education sector.\",\"sourceOrganization\":\"Data were collected from
national and other publicly available sources, and validated by the Local
Education Group (LEG) in each country. 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. The use of \\\"1\\\" as value indicates that
the indicator contains text, expressed as a note for the specific country.\",\"topics\":[]},{\"id\":\"6.3_LEG.CSO\",\"name\":\"Civil
society organizations in Local Education Group (1=text in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Local and international civil
society organizations (CSO) participating in the Local Education Group (LEG),
excluding development partners and government and public entities. The LEG
is the local structure of the Global Partnership for Education that brings
together partners to develop high quality education strategies and programs.
They are typically led by the Ministry of Education and include development
partners and other education stakeholders such as national government and
public entities, local and international civil society organizations (CSOs),
CSO coalitions, teachers' and parents' organizations and private sector providers.
The specific composition, title, and working arrangements of the LEG will
vary from country to country. The LEG should be a collaborative forum for
policy dialogue and for alignment and harmonization of technical and financial
support to the education sector plan. It seeks to ensure that all parties
are kept fully apprised of the progress and challenges in the sector, and
it collates and disseminates information on domestic and external funding
for the education sector.\",\"sourceOrganization\":\"Data were collected from
national and other publicly available sources, and validated by the Local
Education Group (LEG) in each country. 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. The use of \\\"1\\\" as value indicates that
the indicator contains text, expressed as a note for the specific country.\",\"topics\":[]},{\"id\":\"6.4_LAST.JSR\",\"name\":\"Date
of last Joint Education Sector Review (year=full date in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Date of most recent Joint Sector
Review (JSR) carried out by the Local Education Group (LEG). A JSR is a monitoring
and review mechanism where LEG members get together to assess progress, challenges
and funding of the education sector. They provide an opportunity to measure
progress against Education Sector Plans (ESPs) as well as to influence allocations
and work-plans. They take place annually or biannually (some countries have
more than two JSRs per year). Periodicity, participants and working arrangements
are determined by the LEG. An aide-memoire gathering conclusions reached by
stakeholders is produced at the end of the JSR.\",\"sourceOrganization\":\"Data
were collected from national and other publicly available sources, and validated
by the Local Education Group (LEG) in each country. 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. The year of the date is
indicated in the corresponding year column and the full date in a note for
the specific indicator and country.\",\"topics\":[]},{\"id\":\"6.5_NEXT.JSR\",\"name\":\"Date
of next Joint Education Sector Review (year=full date in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Date of next Joint Sector Review
(JSR) planned by the Local Education Group (LEG). A JSR is a monitoring and
review mechanism where LEG members get together to assess progress, challenges
and funding of the education sector. They provide an opportunity to measure
progress against Education Sector Plans (ESPs) as well as to influence allocations
and work-plans. They take place annually or biannually (some countries have
more than two JSRs per year). Periodicity, participants and working arrangements
are determined by the LEG. An aide-memoire gathering conclusions reached by
stakeholders is produced at the end of the JSR.\",\"sourceOrganization\":\"Data
were collected from national and other publicly available sources, and validated
by the Local Education Group (LEG) in each country. 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. The year of the date is
indicated in the corresponding year column and the full date in a note for
the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.1.1_ESP.PERIOD.START\",\"name\":\"Starting
year of current Education Sector Plan period (year=full period in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The starting year for the period
in which the Education Sector Plan or Transitional Education Plan is in effect.
\",\"sourceOrganization\":\"Data were collected from national and other publicly
available sources, and validated by the Local Education Group (LEG) in each
country. 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. The year in which the Education Sector Plan came into effect is
indicated in the corresponding year column, and the full period in a note
for the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.1.2_ESP.PERIOD.END\",\"name\":\"Ending
year of current Education Sector Plan period (year=full period in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The ending year for the period
in which the Education Sector Plan or Transitional Education Plan is in effect.
\",\"sourceOrganization\":\"Data were collected from national and other publicly
available sources, and validated by the Local Education Group (LEG) in each
country. 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. The year in which the Education Sector Plan came into effect is
indicated in the corresponding year column, and the full period in a note
for the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.1_CURR.ALLOCATION.SE\",\"name\":\"Current
allocation - Supervising or managing entity (1=text in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"When a Program Implementation
Grant is requested from the Global Partnership, a supervising entity (SE)
or managing entity (ME) must be designated by the Local Education Group (LEG).
They are a bilateral or multilateral development agency. The key difference
between these two roles is that a SE will transfer grant funds to the developing-country
government, who will implement the program, whereas a ME will manage program
activities directly.\",\"sourceOrganization\":\"This refers to Global Partnership
for Education internal information that was shared with the Local Education
Group for their review and validation. The use of \\\"1\\\" as value indicates
that the indicator contains text, expressed as a note for the specific country.\",\"topics\":[]},{\"id\":\"7.1_PRIMARY.ENER.INTENS.RATE\",\"name\":\"Primary
energy intensity - Compound Annual Growth Rate (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Rate of primary energy intensity improvement
(%): Compound annual gross rate (CAGR) of the energy intensity ratio reported
for two decades (1990-2000 and 2000-2010) and a twenty-year period (1990-2010).
Negative values represent improvements in energy intensity (less energy is
used to produce one unit of output), while positive numbers indicate declination
of energy intensity (more energy is used to produce one unit of output)\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"7.11_CURR.ALLOCATION.MODALITY\",\"name\":\"Current
allocation - Modality (1=text in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The Global Partnership for Education
is underpinned by the principles set out in the March 2005 Paris Declaration
on Aid Effectiveness. The Global Partnership, therefore, anticipates that
Local Education Groups (LEGs) will use the following order of preference when
choosing a modality for GPE funding: Budget support (general or sector); pool
funding; or stand-alone project. The LEG will need to determine the most appropriate
and efficient way to channel the Program Implementation Grant into the education
sector, balancing risks with the need to optimize capacity building and country
ownership.\",\"sourceOrganization\":\"This refers to Global Partnership for
Education internal information that was shared with the Local Education Group
for their review and validation. The use of \\\"1\\\" as value indicates that
the indicator contains text, expressed as a note for the specific country.\",\"topics\":[]},{\"id\":\"7.12_CURR.ALLOCATION.2011.DISB\",\"name\":\"Current
allocation - Total disbursements as of 12\\/2011 (USD millions)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Current GPE funding disbursed
from the date of the signature of allocation to December 31st, 2011.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education internal information that was shared
with the Local Education Group for their review and validation. The total
amount disbursed up to December 31st, 2011 is indicated in the 2011 year column.\",\"topics\":[]},{\"id\":\"7.13_CURR.ALLOCATION.DISB\",\"name\":\"Current
allocation - Annual disbursements (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Current GPE funding disbursed
and projected. Disbursements are indicated up to 2011; projections are labeled
as \\\"targets\\\" starting in 2012. \",\"sourceOrganization\":\"This refers
to Global Partnership for Education internal information that was shared with
the Local Education Group for their review and validation. \",\"topics\":[]},{\"id\":\"7.2_ESP.ENDORSEMENT\",\"name\":\"Endorsement
of Education Sector Plan (year)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Year in which the Education
Sector Plan or Transitional Education Plan was endorsed (a first or subsecuent
times) by local donor partners, which grants membership into the Global Partnership
for Education (GPE) and enable developing countries to apply for GPE funding.
Education sector plans should contribute to the Education for All goals. When
partners endorse a country\u2019s education sector plan, they signal that
the plan contributes to the attainment of those goals, and they commit to
aligning their technical and financial support with the plan. This commitment
promotes harmonization as well as consistency, coherence, and sustainability
in education sector development.\",\"sourceOrganization\":\"This refers to
Global Partnership for Education internal information that was shared with
the Local Education Group for their review and validation. The year in which
the Education Sector Plan was first endorsed is indicated in the corresponding
year column.\",\"topics\":[]},{\"id\":\"7.3_PREV.ALLOCATION.YEAR\",\"name\":\"Previous
allocation - Approval (year)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Year(s) of approval of a Global
Partnership funding operation that is now closed. \",\"sourceOrganization\":\"This
refers to Global Partnership for Education (GPE) internal information that
was shared with the Local Education Group for their review and validation.
The year in which the GPE funding was approved is indicated in the corresponding
year column.\",\"topics\":[]},{\"id\":\"7.4_PREV.ALLOCATION.AMOUNT\",\"name\":\"Previous
allocation - Amount disbursed (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Amount(s) allocated through
a Global Partnership funding operation that is now closed.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education (GPE) internal information that
was shared with the Local Education Group for their review and validation.
The amount of the GPE funding is indicated in the corresponding approval year
column. \",\"topics\":[]},{\"id\":\"7.5_CURR.ALLOCATION.YEAR\",\"name\":\"Current
allocation - Approval (year)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Year of approval of a Global
Partnership funding operation that is currently being disbursed.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education (GPE) internal information that
was shared with the Local Education Group for their review and validation.
The year in which the GPE funding was approved is indicated in the corresponding
year column.\",\"topics\":[]},{\"id\":\"7.6_CURR.ALLOCATION.AMOUNT\",\"name\":\"Current
allocation - Total indicative amount (USD million)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Amount allocated through a Global
Partnership funding operation that is currently being disbursed.\",\"sourceOrganization\":\"Data
were collected from national and other publicly available sources, and validated
by the Local Education Group (LEG) in each country. Data were not processed
or analyzed by the Global Partnership for Education (GPE). 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. The amount of
the GPE funding is indicated in the corresponding approval year column.\",\"topics\":[]},{\"id\":\"7.7.1_CURR.ALLOCATION.PERIOD.START\",\"name\":\"Current
allocation - Starting year of implementation period (year=full period in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The starting year for the disbursement
period of the current Global Partnership funding.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education (GPE) internal information that
was shared with the Local Education Group for their review and validation.
The year in which the the GPE funding was first disbursed, or is expected
to be first disbursed, is indicated in the corresponding year column, and
the full period in a note for the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.7.2_CURR.ALLOCATION.PERIOD.END\",\"name\":\"Current
allocation - Ending year of Implementation period (year=full period in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"The ending year for the disbursement
period of the current Global Partnership funding.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education (GPE) internal information that
was shared with the Local Education Group for their review and validation.
The year in which the the GPE funding was first disbursed, or is expected
to be first disbursed, is indicated in the corresponding year column, and
the full period in a note for the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.8_CURR.ALLOCATION.SIGNATURE\",\"name\":\"Current
allocation - Signature date (year=full date in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Date of GPE grant agreement
signature between a recipient government and the supervising entity.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education internal information that was shared
with the Local Education Group for their review and validation. The year of
the date is indicated in the corresponding year column and the full date in
a note for the specific indicator and country.\",\"topics\":[]},{\"id\":\"7.9_CURR.ALLOCATION.CLOSURE\",\"name\":\"Current
allocation - Closing date (year=full date in notes)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Date of GPE grant agreement
closure, when the supervising or managing entity informs the GPE that there
will not be any other disbursements on the grant.\",\"sourceOrganization\":\"This
refers to Global Partnership for Education internal information that was shared
with the Local Education Group for their review and validation. The use of
\\\"1\\\" as value indicates that the indicator contains text, expressed as
a note for the specific country.\",\"topics\":[]},{\"id\":\"8.0.LIPI\",\"name\":\"Labor
Income Poverty Index\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"The
Labor Income Poverty Index (LIPI) measures changes in the share of households
that have per capita labor income below the regional poverty line of $4 per
day, relative to a selected reference period. This reference period is the
third quarter in 2010 (2010Q3 = 1), except for Chile and Guatemala, where
2010Q4 = 1.\",\"sourceOrganization\":\"LAC Equity Lab tabulations of LABLAC
(CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"8.1.1_FINAL.ENERGY.CONSUMPTION\",\"name\":\"Total final consumption
(TJ)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable Energy for All\"},\"sourceNote\":\"Total
final consumption (TJ): As defined by the IEA, total final consumption represents
the sum of consumption in the end-use sectors and excludes energy used for
transformation processes and energy used of the energy producing industries\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"8.1.2_FINAL.ENERGY.INTENSITY\",\"name\":\"Energy
intensity level of final energy (MJ\\/$2005 PPP)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Energy intensity level of final energy
(MJ\\/$2005 PPP): A ratio between final energy consumption 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. \",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"8.1_FINAL.ENER.INTENS.RATE\",\"name\":\"Final
energy intensity - Compound Annual Growth Rate (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Rate of final energy intensity improvement
(%): Compound annual gross rate (CAGR) of the energy intensity ratio reported
for two decades (1990-2000 and 2000-2010) and a twenty-year period (1990-2010).
Negative values represent improvements in energy intensity (less energy is
used to produce one unit of output), while positive numbers indicate declination
of energy intensity (more energy is used to produce one unit of output)\",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"8.1_SCH.LEAVING.EXAMS\",\"name\":\"Administration
of school leaving exams (yes=1, no=0, see notes if available)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"It indicates if school leaving
exams are administered for primary and lower secondary levels and in which
grade. \",\"sourceOrganization\":\"Data were collected from national and other
publicly available sources, and validated by the Local Education Group (LEG)
in each country. 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. \",\"topics\":[]},{\"id\":\"8.2_INT.TESTS\",\"name\":\"Participation
in international tests (yes=1, no=0, see notes if available)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"It indicates in which international
learning outcome assessments has the country participated and in which year.
Please refer to the subtopic Learning Outcomes and the specific country for
details on the scores obtained in these assessments, as reported by the Local
Education Group (LEG). \",\"sourceOrganization\":\"Data were collected from
national and other publicly available sources, and validated by the Local
Education Group (LEG) in each country. 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. \",\"topics\":[]},{\"id\":\"8.3.1_ALB.LEAR.TEST.9.LANG.MEAN\",\"name\":\"National
assessment for learning outcomes in Albania, grade 9, Language (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. Scale goes up to 50.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_BFA.PASEC.CP2.FR\",\"name\":\"PASEC
in Burkina Faso, CP2, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_CAF.BREVET.SUCC\",\"name\":\"
Brevet des colleges in Central African Republic, success rate (%) \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Success rate in the Brevet des
colleges, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_CIV.LEAR.TEST.PRIM.ALL.MEAN\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, primary (CEPE), mean
score of all subjects \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Mean score calculated for the results of
the national assessment carried out in the specific education level for French,
Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG).
Country-specific definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_CMR.PASEC.25.FRE\",\"name\":\"PASEC
in Cameroon, grades 2 and 5, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_ETH.LEAR.TEST.10.ENG.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, English, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_GEO.PIRLS.4.READ.MEAN\",\"name\":\"PIRLS
in Georgia, grade 4, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Progress in International Reading Literacy Study (PIRLS) on
the reading achievement of fourth grade students, as reported by the Local
Education Group (LEG). It was first conduced in 2001 and then every five years
by the TIMS & PIRLS International Study Center of Boston College's Lynch School
of Education. For further details please refer to this web site: pirls.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_GHA.LEAR.TEST.P3.ENG.ABOV.MEAN\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, English, students above mean
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with results above the mean competency in the National Education Assessment
(NEA) carried out in the specific subject and grade, using multiple choice
items with 4 options, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_GIN.PASEC.CP2.FR.MEAN\",\"name\":\"PASEC
in Guinea, CP2, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_KGZ.PISA.89.READ1\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - overall (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_KHM.LEAR.TEST.3.LANG.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 3, Language (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_LAO.LEAR.TEST.5.LANG.MEAN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Language (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_MDA.LEAR.TEST.4.MEAN\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 4, mean competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students with mean competency
in the results of the national assessment carried out in the specific grade,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_MDG.PASEC.CM2.FRE\",\"name\":\"PASEC
in Madagascar, CM2, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_MOZ.SACMEQ.TEST.6.READ\",\"name\":\"SACMEQ
in Mozambique, grade 5, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_MRT.PASEC.5.FR\",\"name\":\"PASEC
in Mauritania, grade 5, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_MWI.SACMEQ.357.READ\",\"name\":\"SACMEQ
in Malawi, standards 3,5,7, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics;
and SACMEQ III on English, Mathematics, and HIV\\/AIDs. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_NER.LEAR.TEST.CP.FR.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean scores calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_SEN.LEAR.TEST.CE2.MATH.MIN\",\"name\":\"National
assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Minimal 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_VNM.LEAR.TEST.5.MAT1\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Reads, writes and compares natural numbers, fractions and decimals.
Uses single operations of +, -, x and : on simple whole numbers; works with
simple measures such as time; recognizes simple 3D shapes.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_VNM.LEAR.TEST.5.READ1\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 1, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Matches text at word or sentence level aided by pictures. Restricted to a
limited range of vocabulary linked to pictures.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.1_ZMB.LEAR.TEST.5.READ\",\"name\":\"National
assessment for learning outcomes in Zambia, grade 5, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.10_ETH.LEAR.TEST.12.CHE.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, Chemistry, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.10_GEO.LEAR.TEST.9.LANG.LOWEST\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Language, students in
lowest level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with lowest 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.10_GHA.LEAR.TEST.P6.ENG.ABOV.PROF\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, English, students above proficient
levels (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Students with results above proficient competency
in the National Education Assessment (NEA) carried out in the specific subject
and grade, using multiple choice items with 4 options, as reported by the
Local Education Group (LEG). Country-specific definition and method are determined
by the country. % of pupils achieving 55% of results or more in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.10_GIN.PASEC.CM1.FR.MATH.MEAN.BEG\",\"name\":\"PASEC
in Guinea, CM1, French and Mathematics, mean score at the end of year (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated at the
end of the year for the results of the Programme on the Analysis of Education
Systems (PASEC) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. PASEC is an international
study created in 1991 by the Conference of Ministers of Education of Francophone
countries (CONFEMEN) to assess educational attainments in primary school.
For further information please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.10_NER.LEAR.TEST.CP.FR.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, French, under minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
under minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.11_ETH.LEAR.TEST.12.PHY.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, Physics, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.11_GEO.LEAR.TEST.9.MAT.LOWEST\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Mathematics, students
in lowest level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with lowest 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.11_GHA.LEAR.TEST.P3.MAT.ABOV.PROF\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, Mathematics, students above
proficient levels (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above proficient competency
in the National Education Assessment (NEA) carried out in the specific subject
and grade, using multiple choice items with 4 options, as reported by the
Local Education Group (LEG). Country-specific definition and method are determined
by the country. % of pupils achieving 55% of results or more in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.11_GIN.LEAR.TEST.CEPE.MEAN\",\"name\":\"National
assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade) (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.11_NER.LEAR.TEST.CE2.FR.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, French, under minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
under minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.12_ETH.LEAR.TEST.12.AVR.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, average of all subjects,
optimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.12_GEO.LEAR.TEST.1.ENG.MED\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 1, English, students in
medium level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with medium 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.12_GHA.LEAR.TEST.P6.MAT.ABOV.PROF\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, Mathematics, students above
proficient levels (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above proficient competency
in the National Education Assessment (NEA) carried out in the specific subject
and grade, using multiple choice items with 4 options, as reported by the
Local Education Group (LEG). Country-specific definition and method are determined
by the country. % of pupils achieving 55% of results or more in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.12_GIN.LEAR.TEST.BEPC.MEAN\",\"name\":\"National
assessment at the end of lower secondary (BEPC) in Guinea, 10 grade (mean
score)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Mean
score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.12_NER.LEAR.TEST.CM2.FR.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, French, under minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
under minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.13_GEO.LEAR.TEST.9.LANG.MED\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Language, students in
medium level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with medium 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.13_GHA.TIMSS.8.MAT.MEAN\",\"name\":\"TIMSS
in Ghana, grade 8, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.13_GIN.LEAR.TEST.BAC.MEAN\",\"name\":\"National
assessment at the end of secondary (BAC) in Guinea, Terminale (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.13_NER.LEAR.TEST.CP.MATH.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean scores calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.14_GEO.LEAR.TEST.9.MAT.MED\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Mathematics, students
in medium level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with medium 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.14_GHA.TIMSS.8.SCI.MEAN\",\"name\":\"TIMSS
in Ghana, grade 8, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.14_GIN.LEAR.TEST.CEPE.MIN\",\"name\":\"National
assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), minimal
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Minimal 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.14_NER.LEAR.TEST.CE2.MATH.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.15_GEO.LEAR.TEST.1.ENG.HIGH\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 1, English, students in
higher level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with higher 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.15_GHA.LITERACY.P3.LETTERS\",\"name\":\"Making
the Grade Scores in Ghana, P3, Literacy in English, Letters per minute (mean)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.15_GIN.LEAR.TEST.BEPC.MIN\",\"name\":\"National
assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, minimum
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Minimum 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.15_NER.LEAR.TEST.CM2.MATH.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean scores calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.16_GEO.LEAR.TEST.9.LANG.HIGH\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Language, students in
higher level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with higher 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.16_GHA.LITERACY.P5.LETTERS\",\"name\":\"Making
the Grade Scores in Ghana, P5, Literacy in English, Letters per minute (mean)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean letters per minute read
in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.16_GIN.LEAR.TEST.BAC.MIN\",\"name\":\"National
assessment at the end of secondary (BAC) in Guinea, minimal competency \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Minimal 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.16_NER.LEAR.TEST.CP.MATH.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CP, Mathematics, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.17_GEO.LEAR.TEST.9.MAT.HIGH\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Mathematics, students
in higher level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with higher 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.17_GHA.LITERACY.P3.WORDS\",\"name\":\"Making
the Grade Scores in Ghana, P3 Literacy in English, Words per minute (mean)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.17_GIN.LEAR.TEST.CEPE.OPTIM\",\"name\":\"National
assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), optimal
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.17_NER.LEAR.TEST.CE2.MATH.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, Mathematics, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.18_GEO.LEAR.TEST.9.LAG.HIGHEST\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Language, students in
highest level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.18_GHA.LITERACY.P5.WORDS\",\"name\":\"Making
the Grade Scores in Ghana, P5, Literacy in English, Words per minute (mean)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean words per minute read in
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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.18_GIN.LEAR.TEST.BEPC.OPTIM\",\"name\":\"National
assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, optimal
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.18_NER.LEAR.TEST.CM2.MATH.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, Mathematics, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.19_GEO.LEAR.TEST.9.MAT.HIGHEST\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 9, Mathematics, students
in highest level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.19_GHA.LITERACY.P3.ZERO\",\"name\":\"Making
the Grade Scores in Ghana, P3, Literacy in English, Zero score \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Zero score in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.19_GIN.LEAR.TEST.BAC.OPTIM\",\"name\":\"National
assessment at the end of secondary (BAC) in Guinea, optimal competency \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.19_NER.LEAR.TEST.CP.MATH.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, Mathematics, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_ALB.LEAR.TEST.9.MAT.MEAN\",\"name\":\"National
assessment for learning outcomes in Albania, grade 9, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific subject and
grade. Country-specific definition and method are determined by country. Scale
goes up to 50.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_BFA.PASEC.CM1.FR\",\"name\":\"PASEC
in Burkina Faso, CM1, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_CAF.BAC.SUCC\",\"name\":\" Baccalaureate
in Central African Republic, exam at the end of secondary education, success
rate (%) \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Success
rate in the exam at the end of secondary education (Baccalaureate), as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_CIV.LEAR.TEST.SEC.ALL.MEAN\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, lower secondary (BEPC),
mean score of all subjects \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific education level
for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_CMR.PASEC.25.MAT\",\"name\":\"PASEC
in Cameroon, grades 2 and 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_ETH.LEAR.TEST.10.MAT.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, Mathematics, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_GEO.TIMSS.4.MAT.MEAN\",\"name\":\"TIMSS
in Georgia, grade 4, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_GHA.LEAR.TEST.P6.ENG.ABOV.MEAN\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, English, students above mean
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with results above the mean competency in the National Education Assessment
(NEA) carried out in the specific subject and grade, using multiple choice
items with 4 options, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_GIN.PASEC.CP2.MAT.MEAN\",\"name\":\"PASEC
in Guinea, CP2, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_KGZ.PISA.89.READ2\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - access and retrieve (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_KHM.LEAR.TEST.3.MAT.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 3, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_LAO.LEAR.TEST.5.LANG.MIN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Language (minimal competency)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_MDA.LEAR.TEST.9.MEAN\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 9, mean competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students with mean competency
in the results of the national assessment carried out in the specific grade,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_MDG.PASEC.CM2.MAT\",\"name\":\"PASEC
in Madagascar, CM2, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_MOZ.SACMEQ.TEST.6.MAT\",\"name\":\"SACMEQ
in Mozambique, grade 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_MRT.PASEC.5.MAT\",\"name\":\"PASEC
in Mauritania, grade 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_MWI.SACMEQ.357.MAT\",\"name\":\"SACMEQ
in Malawi, standards 3,5,7, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics;
and SACMEQ III on English, Mathematics, and HIV\\/AIDs. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_NER.LEAR.TEST.CE2.FR.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_SEN.LEAR.TEST.CE2.FR.MIN\",\"name\":\"National
assessment for learning outcomes (SNERS) in Senegal, CE2, French, minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Minimal 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_VNM.LEAR.TEST.5.MAT2\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Converts fractions with denominator of 10 to decimals. Calculates
with whole numbers using one operation (x, -, + or ;) in a one step word problem;
recognizes 2D and 3D shapes.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_VNM.LEAR.TEST.5.READ2\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 2, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Locates text expressed in short repetitive sentences and can deal with text
unaided by pictures. Type of text is limited to short sentences and phrases
with repetitive patterns.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.2_ZMB.LEAR.TEST.5.MAT\",\"name\":\"National
assessment for learning outcomes in Zambia, grade 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.20_GHA.LITERACY.P5.ZERO\",\"name\":\"Making
the Grade Scores in Ghana, P5, Literacy in English, Zero score \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Zero score in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.20_GIN.LEAR.TEST.CEPE.MAX\",\"name\":\"National
assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), maximal
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Maximum 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.20_NER.LEAR.TEST.CE2.MATH.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, Mathematics, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.21_GHA.NUMERACY.P3.ADDITIO\",\"name\":\"Making
the Grade Scores in Ghana, P3, Numeracy, Correct Additions (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students capable of perform
correct additions in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.21_GIN.LEAR.TEST.BEPC.MAX\",\"name\":\"National
assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, maximal
competency \",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Maximum 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.21_NER.LEAR.TEST.CM2.MATH.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, Mathematics, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.22_GHA.NUMERACY.P5.ADDITIO\",\"name\":\"Making
the Grade Scores in Ghana, P5, Numeracy, Correct Additions (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students capable of perform
correct additions in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.22_GIN.LEAR.TEST.BAC.MAX\",\"name\":\"National
assessment at the end of secondary (BAC) in Guinea, maximal competency \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Maximum 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.22_NER.LEAR.TEST.CP.MATH.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, Mathematics, under minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students under minimal competency in the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.23_GHA.NUMERACY.P3.MULTIPLI\",\"name\":\"Making
the Grade Scores in Ghana, P3, Numeracy, Correct Multiplications (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students capable of performing
correct multiplications in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.23_GIN.LEAR.TEST.CEPE.SUCC\",\"name\":\"National
assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), success
rate (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Success
rate 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.23_NER.LEAR.TEST.CE2.MATH.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, Mathematics, under minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students under minimal competency in the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.24_GHA.NUMERACY.P5.MULTIPLI\",\"name\":\"Making
the Grade Scores in Ghana, P5, Numeracy, Correct Multiplications (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students capable of perform
correct multiplications in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.24_GIN.LEAR.TEST.BEPC.SUCC\",\"name\":\"National
assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, success
rate (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Success
rate 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.24_NER.LEAR.TEST.CM2.MATH.UNDERMIN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, Mathematics, under minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students under minimal competency in the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.25_GHA.NUMERACY.P3.ZERO\",\"name\":\"Making
the Grade Scores in Ghana, P3, Numeracy, Zero score \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Zero score in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.25_GIN.LEAR.TEST.BAC.SUCC\",\"name\":\"National
assessment at the end of secondary (BAC) in Guinea, success rate (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Success rate 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.25_NER.LEAR.TEST.CERTIFICATE.SUCC\",\"name\":\"National
assessment for learning outcomes in Niger, end of 1st degree certificate,
success rate (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Success rate in the end of 1st degree certificate,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.26_GHA.NUMERACY.P5.ZERO\",\"name\":\"Making
the Grade Scores in Ghana, P5, Numeracy, Zero score \",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Zero score in 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_ALB.PISA.910.READ\",\"name\":\"PISA
in Albania, grade 9 and 10, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_BFA.PASEC.CP2.MAT\",\"name\":\"PASEC
in Burkina Faso, CP2, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_CIV.LEAR.TEST.PRIM.ALL.MIN.COMP\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, primary (CEPE), minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Mean score calculated for the results of
the national assessment carried out in the specific education level for French,
Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG).
Country-specific definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_ETH.LEAR.TEST.10.BIO.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, Biology, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_GEO.TIMSS.4.SCI.MEAN\",\"name\":\"TIMSS
in Georgia, grade 4, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_GHA.LEAR.TEST.P3.MAT.ABOV.MEAN\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, Mathematics, students above
mean (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with results above the mean competency in the National Education Assessment
(NEA) carried out in the specific subject and grade, using multiple choice
items with 4 options, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_GIN.PASEC.CP2.FR.MAT.MEAN\",\"name\":\"PASEC
in Guinea, CP2, French and Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_KGZ.PISA.89.READ3\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - integrate and interpret (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_KHM.LEAR.TEST.6.LANG.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 6, Language (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_LAO.LEAR.TEST.5.LANG.PROF\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Language (proficiency)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_MDA.LEAR.TEST.4.MIN\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 4, minimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students with minimal competency
in the results of the national assessment carried out in the specific grade,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_NER.LEAR.TEST.CM2.FR.MEAN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_SEN.LEAR.TEST.CE2.MATH.OPT\",\"name\":\"National
assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_VNM.LEAR.TEST.5.MAT3\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Identifies place value; determines the value of a simple number
sentence; understands equivalent fractions; adds and subtracts simple fractions;
carries out multiple operations in correct order; converts and estimates common
and familiar measurement units in solving problems.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_VNM.LEAR.TEST.5.READ3\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 3, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Reads and understands longer passages. Can search backwards or forwards through
text for information. Understands paraphrasing. Expanding vocabulary enables
understanding of sentences with some complex structure.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.3_ZMB.SACMEQ.TEST.5.READ\",\"name\":\"SACMEQ
in Zambia, grade 5, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_ALB.PISA.910.MAT\",\"name\":\"PISA
in Albania, grade 9 and 10, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_BFA.PASEC.CM1.MAT\",\"name\":\"PASEC
in Burkina Faso, CM1, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_CIV.LEAR.TEST.SEC.ALL.MIN.COMP\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, lower secondary (BEPC),
minimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Mean score calculated for the results of
the national assessment carried out in the specific education level for French,
Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local
Education Group (LEG). Country-specific definition and method are determined
by the country. Subjects include: French, Mathematics, Physics, English, SVT,
L2, H-G and ECM.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_ETH.LEAR.TEST.10.CHE.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, Chemistry, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_GEO.TIMSS.8.MAT.MEAN\",\"name\":\"TIMSS
in Georgia, grade 8, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_GHA.LEAR.TEST.P6.MAT.ABOV.MEAN\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, Mathematics, students above
mean (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with results above the mean competency in the National Education Assessment
(NEA) carried out in the specific subject and grade, using multiple choice
items with 4 options, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_GIN.PASEC.CM1.FR.MEAN\",\"name\":\"PASEC
in Guinea, CM1, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_KGZ.PISA.89.READ4\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - reflect and evaluate (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_KHM.LEAR.TEST.6.MAT.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 6, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_LAO.LEAR.TEST.5.MAT.MEAN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_MDA.LEAR.TEST.9.MIN\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 9, minimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students with minimal competency
in the results of the national assessment carried out in the specific grade,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_NER.LEAR.TEST.CP.FR.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CP, French, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_SEN.LEAR.TEST.CE2.FR.OPT\",\"name\":\"National
assessment for learning outcomes (SNERS) in Senegal, CE2, French, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_VNM.LEAR.TEST.5.MAT4\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Reads, writes and compares larger numbers; solves problems involving
calendars and currency, area and volume; uses charts and tables for estimation;
solves inequalities; transformations with 3D figures; knowledge of angles
in regular figures; understands simple transformations with 2D and 3D shapes.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_VNM.LEAR.TEST.5.READ4\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 4, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Links information from different parts of the text. Selects and connects text
to derive and infer different possible meanings.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.4_ZMB.SACMEQ.TEST.5.MAT\",\"name\":\"SACMEQ
in Zambia, grade 5, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. SACMEQ has completed two major
education policy research projects (SACMEQ I and SACMEQ II) between 1995 and
2005. The third project (SACMEQ III) commenced in 2007 and was completed in
2011. For further details please refer to the following web site: www.sacmeq.org.
\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_ALB.PISA.910.SCIENCE\",\"name\":\"PISA
in Albania, grade 9 and 10, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_CIV.LEAR.TEST.PRIM.ALL.OPT.COMP\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, primary (CEPE), optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Mean score calculated for the results of
the national assessment carried out in the specific education level for French,
Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG).
Country-specific definition and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_ETH.LEAR.TEST.10.PHY.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, Physics, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_GEO.TIMSS.8.SCI.MEAN\",\"name\":\"TIMSS
in Georgia, grade 8, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_GHA.LEAR.TEST.P3.ENG.ABOV.MIN\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, English, students above minimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above the minimal
competency in the National Education Assessment (NEA) carried out in the specific
subject and grade, using multiple choice items with 4 options, as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. % of pupils achieving 35% of results or more
in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_GIN.PASEC.CM1.MAT.MEAN\",\"name\":\"PASEC
in Guinea, CM1, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_KGZ.PISA.89.READ5\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - continuous texts (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_KHM.LEAR.TEST.9.LANG.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 9, Language (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_LAO.LEAR.TEST.5.MAT.MIN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Mathematics (minimal competency)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_MDA.LEAR.TEST.4.PROF\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 4, proficient competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with proficient competency in the results of the national assessment carried
out in the specific grade, as reported by the Local Education Group (LEG).
Country-specific definition and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_NER.LEAR.TEST.CE2.FR.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, French, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_SEN.PASEC.CM1.MATH.MEAN\",\"name\":\"PASEC
in Senegal, CM1, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_VNM.LEAR.TEST.5.MAT5\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Calculates with multiple and varied operations; recognizes rules
and patterns in number sequences; calculates the perimeter and area of irregular
shapes; measurement of irregular objects; recognized transformed figures after
reflection; solves problems with multiple operations involving measurement
units, percentage and averages.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.5_VNM.LEAR.TEST.5.READ5\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 5, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Links inferences and identifies an author's intention from information stated
in different ways, in different text types and in documents where the message
is not explicit.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_CIV.LEAR.TEST.SEC.ALL.OPT.COMP\",\"name\":\"National
assessment for learning outcomes in C\xF4te d'Ivoire, lower secondary (BEPC),
optimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Mean score calculated for the results of
the national assessment carried out in the specific education level for French,
Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local
Education Group (LEG). Country-specific definition and method are determined
by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_ETH.LEAR.TEST.10.AVR.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 10, average of all subjects,
optimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_GEO.PISA.9.READ.MEAN\",\"name\":\"PISA
in Georgia, grade 9, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_GHA.LEAR.TEST.P6.ENG.ABOV.MIN\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, English, students above minimum
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above the mean competency
in the National Education Assessment (NEA) carried out in the specific subject
and grade, using multiple choice items with 4 options, as reported by the
Local Education Group (LEG). Country-specific definition and method are determined
by the country. % of pupils achieving 35% of results or more in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_GIN.PASEC.CM1.FR.MAT.MEAN\",\"name\":\"PASEC
in Guinea, CM1, French and Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_KGZ.PISA.89.READ6\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - non-continuous texts (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_KHM.LEAR.TEST.9.MAT.MEAN\",\"name\":\"National
assessment for learning outcomes in Cambodia, grade 9, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_LAO.LEAR.TEST.5.MAT.PROF\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, Mathematics (proficiency)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_MDA.LEAR.TEST.9.PROF\",\"name\":\"National
assessment for learning outcomes in Moldova, grade 9, proficient competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with proficient competency in the results of the national assessment carried
out in the specific grade, as reported by the Local Education Group (LEG).
Country-specific definition and method are determined by the country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_NER.LEAR.TEST.CM2.FR.OPTIM\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, French, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with optimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_SEN.PASEC.CM1.FR.MEAN\",\"name\":\"PASEC
in Senegal, CM1, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_VNM.LEAR.TEST.5.MAT6\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level
1, scores in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Students in respective level
in the results of the national assessment carried out in the specific grade
and subject, as reported by the Local Education Group (LEG). Country-specific
definition and method are determined by the country. Relative level means
that student: Problem solving with periods of time, length, area and volume;
embedded and dependent number patterns; develops formulas; recognizes 3D figures
after rotation and reflection and embedded figures and right angles in irregular
shapes; use data from graphs.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.6_VNM.LEAR.TEST.5.READ6\",\"name\":\"National
assessment for learning outcomes in Vietnam, grade 5, Reading - Level 6, scores
in indicated level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students in respective level in the results
of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. Relative level means that student:
Combines text with outside knowledge to infer various meanings, including
hidden meanings. Identifies an author's purposes, attitudes, values, beliefs,
motives, unstated assumptions and arguments.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_CIV.PASEC.PRI.FRE.MAT\",\"name\":\"PASEC
in C\xF4te d'Ivoire, CP2 and CM1, French and Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_ETH.LEAR.TEST.12.ENG.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, English, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_GEO.PISA.9.MAT.MEAN\",\"name\":\"PISA
in Georgia, grade 9, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_GHA.LEAR.TEST.P3.MAT.ABOV.MIN\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, Mathematics, students above
minimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above the minimal
competency in the National Education Assessment (NEA) carried out in the specific
subject and grade, using multiple choice items with 4 options, as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. % of pupils achieving 35% of results or more
in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_GIN.PASEC.CP2.FR.MATH.MEAN.END\",\"name\":\"PASEC
in Guinea, CP2, French and Mathematics, mean score at the end of year (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated at the
end of the year for the results of the Programme on the Analysis of Education
Systems (PASEC) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. PASEC is an international
study created in 1991 by the Conference of Ministers of Education of Francophone
countries (CONFEMEN) to assess educational attainments in primary school.
For further information please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_KGZ.PISA.89.READ7\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_LAO.LEAR.TEST.5.WORLD.MEAN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, world around us (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_MDA.PIRLS.READ.4.MEAN\",\"name\":\"PIRLS
in Moldova, grade 4, Reading (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Progress in International Reading Literacy Study (PIRLS) on
the reading achievement of fourth grade students, as reported by the Local
Education Group (LEG). It was first conduced in 2001 and then every five years
by the TIMS & PIRLS International Study Center of Boston College's Lynch School
of Education. For further details please refer to this web site: pirls.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_NER.LEAR.TEST.CP.FR.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CP, French, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.7_SEN.PASEC.MATH.MEAN\",\"name\":\"PASEC
in Senegal, Mathematics, (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_ETH.LEAR.TEST.12.MAT.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, Mathematics, optimal
competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_GEO.PISA.9.SCI.MEAN\",\"name\":\"PISA
in Georgia, grade 9, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_GHA.LEAR.TEST.P6.MAT.ABOV.MIN\",\"name\":\"National
assessment for learning outcomes in Ghana, P6, Mathematics, students above
minimal competency (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with results above the minimal
competency in the National Education Assessment (NEA) carried out in the specific
subject and grade, using multiple choice items with 4 options, as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. % of pupils achieving 35% of results or more
in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_GIN.PASEC.CM1.FR.MATH.MEAN.END\",\"name\":\"PASEC
in Guinea, CM1, French and Mathematics, mean score at the end of year (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated at the
end of the year for the results of the Programme on the Analysis of Education
Systems (PASEC) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. PASEC is an international
study created in 1991 by the Conference of Ministers of Education of Francophone
countries (CONFEMEN) to assess educational attainments in primary school.
For further information please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_KGZ.PISA.89.READ8\",\"name\":\"PISA
in Kyrgyzstan, grades 8-9, Reading - science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme for International Student Assessment (PISA) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PISA is an international study that was launched
by the OECD in 1997. It aims to evaluate education systems worldwide every
three years by assessing 15-year-olds' competencies in the key subjects: reading,
mathematics and science. For further details please refer to this web site:
http:\\/\\/www.oecd.org\\/pisa\\/. Pupils who were 15 year old participated
in this test, some of them were at grade 8 and some at grade 10.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_LAO.LEAR.TEST.5.WORLD.MIN\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, world around us (minimal
competency)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Mean score calculated for the results of the
national assessment carried out in the specific grade and subject, as reported
by the Local Education Group (LEG). Country-specific definition and method
are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_MDA.TIMSS.MAT.MEAN\",\"name\":\"TIMSS
in Moldova, Mathematics (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_NER.LEAR.TEST.CE2.FR.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CE2, French, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.8_SEN.PASEC.FR.MEAN\",\"name\":\"PASEC
in Senegal, French (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Programme on the Analysis of Education Systems (PASEC) in the
specific subject and grade, as reported by the Local Education Group (LEG)
of the evaluated country. PASEC is an international study created in 1991
by the Conference of Ministers of Education of Francophone countries (CONFEMEN)
to assess educational attainments in primary school. For further information
please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_ETH.LEAR.TEST.12.BIO.OPT\",\"name\":\"National
assessment for learning outcomes in Ethiopia, grade 12, Biology, optimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"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%.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_GEO.LEAR.TEST.1.ENG.LOWEST\",\"name\":\"National
assessment for learning outcomes in Georgia, grade 1, English, students in
lowest level (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership
for Education\"},\"sourceNote\":\"Students with lowest 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. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_GHA.LEAR.TEST.P3.ENG.ABOV.PROF\",\"name\":\"National
assessment for learning outcomes in Ghana, P3, English, students above proficient
levels (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"Students with results above the proficient competency
in the National Education Assessment (NEA) carried out in the specific subject
and grade, using multiple choice items with 4 options, as reported by the
Local Education Group (LEG). Country-specific definition and method are determined
by the country. % of pupils achieving 55% of results or more in the test.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_GIN.PASEC.CP2.FR.MATH.MEAN.BEG\",\"name\":\"PASEC
in Guinea, CP2, French and Mathematics, mean score at the end of year (%)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated at the
end of the year for the results of the Programme on the Analysis of Education
Systems (PASEC) in the specific subject and grade, as reported by the Local
Education Group (LEG) of the evaluated country. PASEC is an international
study created in 1991 by the Conference of Ministers of Education of Francophone
countries (CONFEMEN) to assess educational attainments in primary school.
For further information please refer to this web site: www.confemen.org.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_LAO.LEAR.TEST.5.WORLD.PROF\",\"name\":\"National
assessment for learning outcomes in Laos, grade 5, world around us (proficiency)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the national assessment carried out in the specific grade and subject,
as reported by the Local Education Group (LEG). Country-specific definition
and method are determined by the country. \",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_MDA.TIMSS.SCIEN.MEAN\",\"name\":\"TIMSS
in Moldova, Science (mean score)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Mean score calculated for the
results of the Trends in International Mathematics and Science Study (TIMSS)
in the specific subject and grade, as reported by the Local Education Group
(LEG) of the evaluated country. It was first conduced in 1995 and then every
four years by the TIMS & PIRLS International Study Center of Boston College's
Lynch School of Education. For further details please refer to this web site:
timss.bc.edu.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3.9_NER.LEAR.TEST.CM2.FR.MIN\",\"name\":\"National
assessment for learning outcomes in Niger, CM2, French, minimal competency
(%)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for Education\"},\"sourceNote\":\"Students
with minimal competency in the results of the national assessment carried
out in the specific grade and subject, as reported by the Local Education
Group (LEG). Country-specific definition and method are determined by the
country.\",\"sourceOrganization\":\"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.\",\"topics\":[]},{\"id\":\"8.3_NATIONAL.ASSESSMENTS\",\"name\":\"Realization
of national assessments (yes=1, no=0, see notes if available)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"It indicates if national assessments
for learning outcomes are administered for primary and lower secondary level
and in which grade. Please refer to the subtopic Learning Outcomes and the
specific country for details on the scores obtained in these assessments,
as reported by the Local Education Group (LEG). \",\"sourceOrganization\":\"Data
were collected from national and other publicly available sources, and validated
by the Local Education Group (LEG) in each country. 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. \",\"topics\":[]},{\"id\":\"8.4_ORAL.READING.TEST\",\"name\":\"Administration
of oral reading fluency tests (yes=1, no=0, see notes if available)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"It indicates if oral reading
fluency tests are administered for primary and lower secondary level and in
which grade. Please refer to the subtopic Learning Outcomes and the specific
country for details on the scores obtained in these assessments, as reported
by the Local Education Group (LEG). \",\"sourceOrganization\":\"Data were
collected from national and other publicly available sources, and validated
by the Local Education Group (LEG) in each country. 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. \",\"topics\":[]},{\"id\":\"9.0.Employee.All\",\"name\":\"Employees
(%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) that is a wage or salary worker\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Employee.B40\",\"name\":\"Employees-Bottom
40 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the bottom 40 percent that is a wage or
salary worker\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Employee.T60\",\"name\":\"Employees-Top
60 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the top 60 percent that is a wage or salary
worker\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection
& Labor\"}]},{\"id\":\"9.0.Employer.All\",\"name\":\"Employers (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the labor force (ages 18-65) that
is an employer\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Employer.B40\",\"name\":\"Employers-Bottom
40 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the bottom 40 percent that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Employer.T60\",\"name\":\"Employers-Top
60 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the top 60 percent that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Labor.All\",\"name\":\"Labor Force Participation
Rate (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the population (ages 18-65) that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Labor.B40\",\"name\":\"Labor Force Participation
Rate (%)-Bottom 40 Percent\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the population (ages 18-65) in the Bottom
40 percent that is in the labor force\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.0.Labor.T60\",\"name\":\"Labor Force Participation
Rate (%)-Top 60 Percent\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the population (ages 18-65) in the Top 60
percent that is in the labor force\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.0.SelfEmp.All\",\"name\":\"Self-Employed (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the labor force (ages 18-65) that
is self-employed and not an employer\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.SelfEmp.B40\",\"name\":\"Self-Employed-Bottom
40 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the bottom 40 percent that is self-employed
and not an employer\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.SelfEmp.T60\",\"name\":\"Self-Employed-Top
60 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the top 60 percent that is a self-employed
and not an employer\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Unemp.All\",\"name\":\"Unemployed (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the labor force (ages 18-65) that
is unemployed\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC
(CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Unemp.B40\",\"name\":\"Unemployed-Bottom
40 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the bottom 40 percent that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Unemp.T60\",\"name\":\"Unemployed-Top
60 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the top 60 percent that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Unpaid.All\",\"name\":\"Unpaid Workers
(%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) that works without pay\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.0.Unpaid.B40\",\"name\":\"Unpaid Workers-Bottom
40 Percent (%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the bottom 40 percent that works without
pay\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection
& Labor\"}]},{\"id\":\"9.0.Unpaid.T60\",\"name\":\"Unpaid Workers-Top 60 Percent
(%)\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the labor force (ages 18-65) in the top 60 percent that works without pay\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employee.All\",\"name\":\"Employees
(%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) that is a wage or salary worker\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employee.B40\",\"name\":\"Employees-Bottom
40 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the bottom 40 percent that is a wage
or salary worker\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employee.T60\",\"name\":\"Employees-Top
60 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the top 60 percent that is a wage
or salary worker\",\"sourceOrganization\":\"LAC Equity Lab tabulations of
SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employer.All\",\"name\":\"Employers
(%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employer.B40\",\"name\":\"Employers-Bottom
40 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the bottom 40 percent that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Employer.T60\",\"name\":\"Employers-Top
60 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the top 60 percent that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Labor.All\",\"name\":\"Labor Force Participation
Rate (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male population (ages 18-65) that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Labor.B40\",\"name\":\"Labor Force Participation
Rate (%)-Bottom 40 Percent, Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population (ages 18-65) in
the Bottom 40 percent that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.1.Labor.T60\",\"name\":\"Labor Force Participation
Rate (%)-Top 60 Percent, Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male population (ages 18-65) in
the Top 60 percent that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.1.SelfEmp.All\",\"name\":\"Self-Employed (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the male labor force (ages 18-65)
that is self-employed and not an employer\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.SelfEmp.B40\",\"name\":\"Self-Employed-Bottom
40 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the bottom 40 percent that is self-employed
and not an employer\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.SelfEmp.T60\",\"name\":\"Self-Employed-Top
60 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the top 60 percent that is a self-employed
and not an employer\",\"sourceOrganization\":\"LAC Equity Lab tabulations
of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Unemp.All\",\"name\":\"Unemployed (%),
Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Unemp.B40\",\"name\":\"Unemployed-Bottom
40 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the bottom 40 percent that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Unemp.T60\",\"name\":\"Unemployed-Top
60 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the top 60 percent that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Unpaid.All\",\"name\":\"Unpaid Workers
(%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) that works without pay\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.1.Unpaid.B40\",\"name\":\"Unpaid Workers-Bottom
40 Percent (%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the bottom 40 percent that works without
pay\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection
& Labor\"}]},{\"id\":\"9.1.Unpaid.T60\",\"name\":\"Unpaid Workers-Top 60 Percent
(%), Male\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the male labor force (ages 18-65) in the top 60 percent that works without
pay\",\"sourceOrganization\":\"LAC Equity Lab tabulations of SEDLAC (CEDLAS
and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social Protection
& Labor\"}]},{\"id\":\"9.1_AID.ALIGNMENT\",\"name\":\"Alignment of aid to
education (% of total international aid to education)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Estimated international education
aid reported on the government\u2019s budget and expressed as a percentage
of the disbursed education aid for the government sector. Government sector
aid includes aid disbursed in the context of an agreement with administrations
(ministries, departments, agencies or municipalities) authorized to receive
revenue or undertake expenditures on behalf of central government. This is
part of the 2011 Monitoring Exercise on Development Effectiveness in the Education
Sector, an unprecedented picture of aid effectiveness in the education sector
that can be used as the basis for in-country dialogue and debate going forward.
This information looks at how education aid is delivered and managed by development
partners and governments. \",\"sourceOrganization\":\"This indicator is part
of the 2011 Monitoring Exercise on Development Effectiveness in the Education
Sector. Data was collected in 2011 by the Global Partnership for Education
(GPE) from Ministries of Education and development partners on selected Paris
Declaration indicators, which were adapted for the education sector, and on
other additional information. Three tools were used to collect this data:
the Ministry of Education Questionnaire and the Donor questionnaire for quantitative
data, and an Explanatory Note for qualitative data. The GPE Secretariat worked
closely with Local Education Groups (LEGs ) to collect, process, produce,
review and validate this information; and the Coordinating Agency or lead
donor was tasked to coordinate the exercise with the LEG and to work with
the Ministry of Education. Information refers to data from 2010. For further
details in this 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.\",\"topics\":[]},{\"id\":\"9.1_FINAL.PRIMARY.RATIO\",\"name\":\"Final
to primary energy ratio (%)\",\"source\":{\"id\":\"35\",\"value\":\"Sustainable
Energy for All\"},\"sourceNote\":\"Final to primary energy ratio (%): A high-level
indicator that captures the overall energy efficiency in the supply sector
obtained by dividing end-use final energy over primary energy. High ratio
indicates better supply sector efficiency. \",\"sourceOrganization\":\"World
Bank and International Energy Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).
\ \",\"topics\":[]},{\"id\":\"9.2.Employee.All\",\"name\":\"Employees (%),
Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female labor force (ages 18-65) that is a wage or salary worker\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Employee.B40\",\"name\":\"Employees-Bottom
40 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
bottom 40 percent that is a wage or salary worker\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Employee.T60\",\"name\":\"Employees-Top
60 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
top 60 percent that is a wage or salary worker\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Employer.All\",\"name\":\"Employers
(%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female labor force (ages 18-65) that is an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Employer.B40\",\"name\":\"Employers-Bottom
40 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
bottom 40 percent that is an employer\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Employer.T60\",\"name\":\"Employers-Top
60 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
top 60 percent that is an employer\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Labor.All\",\"name\":\"Labor Force Participation
Rate (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female population (ages 18-65) that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Labor.B40\",\"name\":\"Labor Force Participation
Rate (%)-Bottom 40 Percent, Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population (ages 18-65)
in the Bottom 40 percent that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.2.Labor.T60\",\"name\":\"Labor Force Participation
Rate (%)-Top 60 Percent, Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female population (ages 18-65)
in the Top 60 percent that is in the labor force\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"9.2.SelfEmp.All\",\"name\":\"Self-Employed (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC
Equity Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65)
that is self-employed and not an employer\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.SelfEmp.B40\",\"name\":\"Self-Employed-Bottom
40 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
bottom 40 percent that is self-employed and not an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.SelfEmp.T60\",\"name\":\"Self-Employed-Top
60 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
top 60 percent that is a self-employed and not an employer\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unemp.All\",\"name\":\"Unemployed (%),
Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female labor force (ages 18-65) that is unemployed\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unemp.B40\",\"name\":\"Unemployed-Bottom
40 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
bottom 40 percent that is unemployed\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unemp.T60\",\"name\":\"Unemployed-Top
60 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
top 60 percent that is unemployed\",\"sourceOrganization\":\"LAC Equity Lab
tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unpaid.All\",\"name\":\"Unpaid Workers
(%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity Lab\"},\"sourceNote\":\"Share
of the female labor force (ages 18-65) that works without pay\",\"sourceOrganization\":\"LAC
Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unpaid.B40\",\"name\":\"Unpaid Workers-Bottom
40 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
bottom 40 percent that works without pay\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2.Unpaid.T60\",\"name\":\"Unpaid Workers-Top
60 Percent (%), Female\",\"source\":{\"id\":\"37\",\"value\":\"LAC Equity
Lab\"},\"sourceNote\":\"Share of the female labor force (ages 18-65) in the
top 60 percent that works without pay\",\"sourceOrganization\":\"LAC Equity
Lab tabulations of SEDLAC (CEDLAS and the World Bank).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"9.2_COORDINATED.TECH.COOP\",\"name\":\"Coordinated
technical cooperation (% of total cooperation to education)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Technical cooperation from development
partners provided through coordinated programs and expressed as a percentage
of the total disbursed technical cooperation. Coordinated technical cooperation
is consistent with the capacity development priorities of the developing recipient
government. This is part of the 2011 Monitoring Exercise on Development Effectiveness
in the Education Sector, an unprecedented picture of aid effectiveness in
the education sector that can be used as the basis for in-country dialogue
and debate going forward. This information looks at how education aid is delivered
and managed by development partners and governments. \",\"sourceOrganization\":\"This
indicator is part of the 2011 Monitoring Exercise on Development Effectiveness
in the Education Sector. Data was collected in 2011 by the Global Partnership
for Education (GPE) from Ministries of Education and development partners
on selected Paris Declaration indicators, which were adapted for the education
sector, and on other additional information. Three tools were used to collect
this data: the Ministry of Education Questionnaire and the Donor questionnaire
for quantitative data, and an Explanatory Note for qualitative data. The GPE
Secretariat worked closely with Local Education Groups (LEGs ) to collect,
process, produce, review and validate this information; and the Coordinating
Agency or lead donor was tasked to coordinate the exercise with the LEG and
to work with the Ministry of Education. Information refers to data from 2010.
For further details in this 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.\",\"topics\":[]},{\"id\":\"9.3_PFM.COUNTRY.SYSTEMS\",\"name\":\"Use
of public financial management country systems (% of total international aid
to education)\",\"source\":{\"id\":\"34\",\"value\":\"Global Partnership for
Education\"},\"sourceNote\":\"International education aid using national public
financial management (PFM) systems and expressed as a percentage of the disbursed
education aid for the government sector. PFM systems include budge execution
procedures, financial reporting procedures and auditing procedures. Donors
use national budget execution procedures when the funds they provide are managed
according to the national budgeting procedures established in the general
legislation and implemented by government. The use of national financial reporting
means that donors do not impose additional requirements on governments for
financial reporting. The use of national auditing procedures means that donors
rely on the audit opinions issued by the country's supreme audit institution
and on the government's normal financial reports\\/statements. Government
sector aid includes aid disbursed in the context of an agreement with administrations
(ministries, departments, agencies or municipalities) authorized to receive
revenue or undertake expenditures on behalf of central government. This is
part of the 2011 Monitoring Exercise on Development Effectiveness in the Education
Sector, an unprecedented picture of aid effectiveness in the education sector
that can be used as the basis for in-country dialogue and debate going forward.
This information looks at how education aid is delivered and managed by development
partners and governments. \",\"sourceOrganization\":\"This indicator is part
of the 2011 Monitoring Exercise on Development Effectiveness in the Education
Sector. Data was collected in 2011 by the Global Partnership for Education
(GPE) from Ministries of Education and development partners on selected Paris
Declaration indicators, which were adapted for the education sector, and on
other additional information. Three tools were used to collect this data:
the Ministry of Education Questionnaire and the Donor questionnaire for quantitative
data, and an Explanatory Note for qualitative data. The GPE Secretariat worked
closely with Local Education Groups (LEGs ) to collect, process, produce,
review and validate this information; and the Coordinating Agency or lead
donor was tasked to coordinate the exercise with the LEG and to work with
the Ministry of Education. Information refers to data from 2010. For further
details in this 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.\",\"topics\":[]},{\"id\":\"9.4_PROCUREMENT.COUNTRY.SYSTEMS\",\"name\":\"Use
of procurement country systems (% of total international aid to education)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"International education aid
using national procurement systems and procedures expressed as a percentage
of the disbursed education aid for the government sector. Donors use national
procurement systems when the funds they provide for the implementation of
projects and programs are managed according to the national procurement procedures
as they were established in the general legislation and implemented by government.
Government sector aid includes aid disbursed in the context of an agreement
with administrations (ministries, departments, agencies or municipalities)
authorized to receive revenue or undertake expenditures on behalf of central
government. This is part of the 2011 Monitoring Exercise on Development Effectiveness
in the Education Sector, an unprecedented picture of aid effectiveness in
the education sector that can be used as the basis for in-country dialogue
and debate going forward. This information looks at how education aid is delivered
and managed by development partners and governments. \",\"sourceOrganization\":\"This
indicator is part of the 2011 Monitoring Exercise on Development Effectiveness
in the Education Sector. Data was collected in 2011 by the Global Partnership
for Education (GPE) from Ministries of Education and development partners
on selected Paris Declaration indicators, which were adapted for the education
sector, and on other additional information. Three tools were used to collect
this data: the Ministry of Education Questionnaire and the Donor questionnaire
for quantitative data, and an Explanatory Note for qualitative data. The GPE
Secretariat worked closely with Local Education Groups (LEGs ) to collect,
process, produce, review and validate this information; and the Coordinating
Agency or lead donor was tasked to coordinate the exercise with the LEG and
to work with the Ministry of Education. Information refers to data from 2010.
For further details in this 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.\",\"topics\":[]},{\"id\":\"9.5_PIU\",\"name\":\"Number
of parallel implementation units, education sector\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"Number of parallel implementation
units (PIUs) in the education sector, as reported by the development donors.
A project implementation unit (PIU) is parallel when it is created and operates
outside existing country institutional and administrative structures at the
behest of a donor. This is part of the 2011 Monitoring Exercise on Development
Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness
in the education sector that can be used as the basis for in-country dialogue
and debate going forward. This information looks at how education aid is delivered
and managed by development partners and governments. \",\"sourceOrganization\":\"This
indicator is part of the 2011 Monitoring Exercise on Development Effectiveness
in the Education Sector. Data was collected in 2011 by the Global Partnership
for Education (GPE) from Ministries of Education and development partners
on selected Paris Declaration indicators, which were adapted for the education
sector, and on other additional information. Three tools were used to collect
this data: the Ministry of Education Questionnaire and the Donor questionnaire
for quantitative data, and an Explanatory Note for qualitative data. The GPE
Secretariat worked closely with Local Education Groups (LEGs ) to collect,
process, produce, review and validate this information; and the Coordinating
Agency or lead donor was tasked to coordinate the exercise with the LEG and
to work with the Ministry of Education. Information refers to data from 2010.
For further details in this 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.\",\"topics\":[]},{\"id\":\"9.6_PBA\",\"name\":\"Aid
provided through program based approaches (% of international aid to education)\",\"source\":{\"id\":\"34\",\"value\":\"Global
Partnership for Education\"},\"sourceNote\":\"International education aid
provided in the context of programme-based approaches (PBAs) and expressed
as a percentage of the total disbursed education aid. This indicator is measured
by the donors\u2019 use of (general or sector) budget support and\\/or joint
financing mechanisms such as pool funding mechanisms. PBA is a way of engaging
in development co-operation based on the principles of coordinated support
for a locally owned programme of development, such as a national education
plan. Programme-based approaches share the following features: Leadership
by the host country; a single comprehensive programme and budget framework;
a formalized process for donor coordination and harmonization of donor procedures;
efforts to increase the use of country systems. This is part of the 2011 Monitoring
Exercise on Development Effectiveness in the Education Sector, an unprecedented
picture of aid effectiveness in the education sector that can be used as the
basis for in-country dialogue and debate going forward. This information looks
at how education aid is delivered and managed by development partners and
governments. \",\"sourceOrganization\":\"This indicator is part of the 2011
Monitoring Exercise on Development Effectiveness in the Education Sector.
Data was collected in 2011 by the Global Partnership for Education (GPE) from
Ministries of Education and development partners on selected Paris Declaration
indicators, which were adapted for the education sector, and on other additional
information. Three tools were used to collect this data: the Ministry of Education
Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory
Note for qualitative data. The GPE Secretariat worked closely with Local Education
Groups (LEGs ) to collect, process, produce, review and validate this information;
and the Coordinating Agency or lead donor was tasked to coordinate the exercise
with the LEG and to work with the Ministry of Education. Information refers
to data from 2010. For further details in this 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.\",\"topics\":[]},{\"id\":\"A1\",\"name\":\"01.Number
of Exporters\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A10i\",\"name\":\"26.Export
Value per Incumbent: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A10ii\",\"name\":\"27.Export
Value per Incumbent: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A10iii\",\"name\":\"28.Export
Value per Incumbent: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A10iv\",\"name\":\"29.Export
Value per Incumbent: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A10v\",\"name\":\"30.Export
Value per Incumbent: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A11i\",\"name\":\"31.Growth
of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A11ii\",\"name\":\"32.Growth
of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A11iii\",\"name\":\"33.Growth
of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A11iv\",\"name\":\"34.Growth
of Incumbents: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A11v\",\"name\":\"35.Growth
of Incumbents: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A12i\",\"name\":\"36.Growth
of Survivors: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A12ii\",\"name\":\"37.Growth
of Survivors: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A12iii\",\"name\":\"38.Growth
of Survivors: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A12iv\",\"name\":\"39.Growth
of Survivors: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A12v\",\"name\":\"40.Growth
of Survivors: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A2\",\"name\":\"02.Number
of Entrants\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A3\",\"name\":\"03.Number
of Exiters\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A4\",\"name\":\"04.Number
of Survivors\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A5\",\"name\":\"05.Number
of Incumbents\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A6i\",\"name\":\"06.Export
Value per Exporter: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A6ii\",\"name\":\"07.Export
Value per Exporter: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A6iii\",\"name\":\"08.Export
Value per Exporter: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A6iv\",\"name\":\"09.Export
Value per Exporter: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A6v\",\"name\":\"10.Export
Value per Exporter: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A7i\",\"name\":\"11.Export
Value per Entrant: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A7ii\",\"name\":\"12.Export
Value per Entrant: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A7iii\",\"name\":\"13.Export
Value per Entrant: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A7iv\",\"name\":\"14.Export
Value per Entrant: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A7v\",\"name\":\"15.Export
Value per Entrant: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A8i\",\"name\":\"16.Export
Value per Exiter: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A8ii\",\"name\":\"17.Export
Value per Exiter: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A8iii\",\"name\":\"18.Export
Value per Exiter: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A8iv\",\"name\":\"19.Export
Value per Exiter: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A8v\",\"name\":\"20.Export
Value per Exiter: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A9i\",\"name\":\"21.Export
Value per Survivor: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A9ii\",\"name\":\"22.Export
Value per Survivor: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A9iii\",\"name\":\"23.Export
Value per Survivor: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A9iv\",\"name\":\"24.Export
Value per Survivor: First Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"A9v\",\"name\":\"25.Export
Value per Survivor: Third Quartile\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"AED.PRIM.MATH\",\"name\":\"Adjusted
Primary Math Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"A
test score that has been standardized over time and across various international
and regional mathematics assessments taken at the primary school level. It
is calculated by creating a ratio between U.S. primary math scores on international
tests (such as PISA and TIMSS) to primary math scores on the U.S. National
Assessment of Educational Progress (NAEP) approximated to the nearest 5-year
time step from 1965-2010. All raw primary math international scores are approximated
to the nearest 5-year interval, averaged, and then multiplied by this ratio.
This makes these adjusted scores comparable over time, across countries and
across international tests. Primary math test scores from countries which
only participate in regional assessments are included in the above transformation
after being multiplied by a ratio comparing average primary math scores in
a given regional test and primary math scores on an international assessment
for all doubloon countries - countries which participate in the same regional
assessment and an international test. This makes adjusted primary math test
scores comparable over across time, over countries and over all assessments.\",\"sourceOrganization\":\"Angrist,
N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.PRIM.MEAN\",\"name\":\"Average
Adjusted Primary Test Score.\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"A test score that has been standardized over
time, across subjects, and across various international and regional assessments
taken at the primary school level. It is calculated by creating a ratio between
U.S. primary scores averaged across subjects on all international tests (such
as PISA and TIMSS) to average primary scores averaged across subjects on the
U.S. National Assessment of Educational Progress (NAEP) approximated to the
nearest 5-year time step from 1965-2010. All raw international primary scores
are averaged across subjects and approximated to the nearest 5-year interval,
averaged across tests, and then multiplied by this ratio. This makes these
adjusted scores comparable over time, across countries and across international
tests. Primary test scores from countries which only participate in regional
assessments are included in the above transformation after being averaged
across subjects and then multiplied by a ratio comparing average primary scores
across subjects in a given regional test and average primary scores across
subjects on an international assessment for all doubloon countries - countries
which participate in the same regional assessment and an international test.
This makes adjusted primary test scores comparable over across time, across
subjects, over countries and over all assessments.\",\"sourceOrganization\":\"Angrist,
N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.PRIM.READ\",\"name\":\"Adjusted
Primary Reading Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"A
test score that has been standardized over time and across various international
and regional reading assessments taken at the primary school level. It is
calculated by creating a ratio between U.S. primary reading scores on international
tests (such as PISA and TIMSS) to primary reading scores on the U.S. National
Assessment of Educational Progress (NAEP) approximated to the nearest 5-year
time step from 1965-2010. All raw international primary reading scores are
approximated to the nearest 5-year interval, averaged, and then multiplied
by this ratio. This makes these adjusted scores comparable over time, across
countries and across international tests. Primary reading test scores from
countries which only participate in regional assessments are included in the
above transformation after being multiplied by a ratio comparing average primary
reading scores in a given regional test and primary reading scores on an international
assessment for all doubloon countries - countries which participate in the
same regional assessment and an international test. This makes adjusted primary
reading test scores comparable over across time, over countries and over all
assessments.\",\"sourceOrganization\":\"Angrist, N., Patrinos, H. and Schlotter,
M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.PRIM.SCNC\",\"name\":\"Adjusted
Primary Science Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"A
test score that has been standardized over time and across various international
and regional science assessments taken at the primary school level. It is
calculated by creating a ratio between U.S. primary science scores on international
tests (such as PISA and TIMSS) to primary science scores on the U.S. National
Assessment of Educational Progress (NAEP) approximated to the nearest 5-year
time step from 1965-2010. All raw primary science international scores are
approximated to the nearest 5-year interval, averaged, and then multiplied
by this ratio. This makes these adjusted scores comparable over time, across
countries and across international tests. Primary science test scores from
countries which only participate in regional assessments are included in the
above transformation after being multiplied by a ratio comparing average primary
science scores in a given regional test and primary science scores on an international
assessment for all doubloon countries - countries which participate in the
same regional assessment and an international test. This makes adjusted primary
science test scores comparable over across time, over countries and over all
assessments.\",\"sourceOrganization\":\"Angrist, N., Patrinos, H. and Schlotter,
M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.PRSC.MEAN\",\"name\":\"Average
Adjusted Test Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"A
test score that has been standardized over time, across subjects, across schooling
levels, and across various international and regional assessments. It is calculated
by creating a ratio between U.S. scores averaged across subjects and over
schooling level on all international tests (such as PISA and TIMSS) to average
scores averaged across subjects and over schooling levels on the U.S. National
Assessment of Educational Progress (NAEP) approximated to the nearest 5-year
time step from 1965-2010. All raw international scores are averaged across
subjects and over school levels and approximated to the nearest 5-year interval,
averaged across tests, and then multiplied by this ratio. This makes these
adjusted scores comparable over time, across countries and across international
tests. Test scores from countries which only participate in regional assessments
are included in the above transformation after being averaged across subjects
and over schooling levels and then multiplied by a ratio comparing average
scores across subjects and schooling levels in a given regional test and average
scores across subjects and schooling levels on an international assessment
for all doubloon countries - countries which participate in the same regional
assessment and an international test. This makes adjusted test scores comparable
over time, across subjects, across schooling levels, over countries and over
all assessments.\",\"sourceOrganization\":\"Angrist, N., Patrinos, H. and
\ Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.SECO.MATH\",\"name\":\"Adjusted
Secondary Math Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"A
test score that has been standardized over time and across various international
and regional mathematics assessments taken at the secondary school level.
It is calculated by creating a ratio between U.S. secondary math scores on
international tests (such as PISA and TIMSS) to secondary math scores on the
U.S. National Assessment of Educational Progress (NAEP) approximated to the
nearest 5-year time step from 1965-2010. All raw secondary math international
scores are approximated to the nearest 5-year interval, averaged, and then
multiplied by this ratio. This makes these adjusted scores comparable over
time, across countries and across international tests. Secondary math test
scores from countries which only participate in regional assessments are included
in the above transformation after being multiplied by a ratio comparing average
secondary math scores in a given regional test and secondary math scores on
an international assessment for all doubloon countries - countries which participate
in the same regional assessment and an international test. This makes adjusted
secondary math test scores comparable over across time, over countries and
over all assessments.\",\"sourceOrganization\":\"Angrist, N., Patrinos, H.
and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.SECO.MEAN\",\"name\":\"Average
Adjusted Secondary Test Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"A test score that has been standardized over
time, across subjects, and across various international and regional assessments
taken at the secondary school level. It is calculated by creating a ratio
between U.S. secondary scores averaged across subjects on all international
tests (such as PISA and TIMSS) to average secondary scores averaged across
subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated
to the nearest 5-year time step from 1965-2010. All raw international secondary
scores are averaged across subjects and approximated to the nearest 5-year
interval, averaged across tests, and then multiplied by this ratio. This makes
these adjusted scores comparable over time, across countries and across international
tests. Secondary test scores from countries which only participate in regional
assessments are included in the above transformation after being averaged
across subjects and then multiplied by a ratio comparing average secondary
scores across subjects in a given regional test and average secondary scores
across subjects on an international assessment for all doubloon countries
- countries which participate in the same regional assessment and an international
test. This makes adjusted secondary test scores comparable over time, across
subjects, over countries and over all assessments.\",\"sourceOrganization\":\"Angrist,
N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.SECO.READ\",\"name\":\"Adjusted
Secondary Reading Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"A test score that has been standardized over
time and across various international and regional reading assessments taken
at the secondary school level. It is calculated by creating a ratio between
U.S. secondary reading scores on international tests (such as PISA and TIMSS)
to secondary reading scores on the U.S. National Assessment of Educational
Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010.
All raw secondary reading international scores are approximated to the nearest
5-year interval, averaged, and then multiplied by this ratio. This makes these
adjusted scores comparable over time, across countries and across international
tests. Secondary reading test scores from countries which only participate
in regional assessments are included in the above transformation after being
multiplied by a ratio comparing average secondary readings scores in a given
regional test and secondary reading scores on an international assessment
for all doubloon countries - countries which participate in the same regional
assessment and an international test. This makes adjusted secondary reading
test scores comparable over across time, over countries and over all assessments.\",\"sourceOrganization\":\"Angrist,
N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AED.SECO.SCNC\",\"name\":\"Adjusted
Secondary Science Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"A test score that has been standardized over
time and across various international and regional science assessments taken
at the secondary school level. It is calculated by creating a ratio between
U.S. secondary science scores on international tests (such as PISA and TIMSS)
to secondary science scores on the U.S. National Assessment of Educational
Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010.
All raw secondary science international scores are approximated to the nearest
5-year interval, averaged, and then multiplied by this ratio. This makes these
adjusted scores comparable over time, across countries and across international
tests. Secondary science test scores from countries which only participate
in regional assessments are included in the above transformation after being
multiplied by a ratio comparing average secondary science scores in a given
regional test and secondary science scores on an international assessment
for all doubloon countries - countries which participate in the same regional
assessment and an international test. This makes adjusted secondary science
test scores comparable over across time, over countries and over all assessments.\",\"sourceOrganization\":\"Angrist,
N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\",\"topics\":[]},{\"id\":\"AG.AGR.TRAC.NO\",\"name\":\"Agricultural
machinery, tractors\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agricultural machinery refers to the number
of wheel and crawler tractors (excluding garden tractors) in use in agriculture
at the end of the calendar year specified or during the first quarter of the
following year.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.AID.CREL.MT\",\"name\":\"Cereal food
aid deliveries (FAO, tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Food aid shipments represent a
transfer of food commodities from donor to recipient countries on a total-grant
basis. Processed and blended cereals are converted into their grain equivalent
by applying the conversion factors included in the Rule of Procedures under
the 1999 Food Aid Convention to facilitate comparisons between deliveries
of different commodities. For cereals, the period refers to July\\/June,
beginning in the year shown. \",\"sourceOrganization\":\"World Food Programme,
electronic files and web site (http:\\/\\/www.wfp.org\\/fais\\/)\",\"topics\":[]},{\"id\":\"AG.AID.FOOD.MT\",\"name\":\"Total
food (cereals and non-cereal) food aid deliveries (FAO, tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Food aid represent a transfer of
food commodities from donor to recipient countries on a total-grant basis
or on highly concessional terms. \",\"sourceOrganization\":\"World Food Programme,
electronic files and web site (http:\\/\\/www.wfp.org\\/fais\\/)\",\"topics\":[]},{\"id\":\"AG.AID.NCREL.MT\",\"name\":\"Non-cereal
food aid deliveries (FAO, tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-cereal commodities or commodity
groups include skimmed milk powder, vegetable oil, butter oil, other dairy
products, meat, fish, pulses, sugar, dried fruit and other foodstuffs. From
1977 to 1986, because of the non-availability of data, non-cereal food aid
is composed of four commodities only: skimmed milk powder, vegetable oil,
butter oil and other dairy products.\",\"sourceOrganization\":\"World Food
Programme, electronic files and web site (http:\\/\\/www.wfp.org\\/fais\\/)\",\"topics\":[]},{\"id\":\"AG.CON.FERT.PT.ZS\",\"name\":\"Fertilizer
consumption (% of fertilizer production)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Fertilizer consumption measures
the quantity of plant nutrients used per unit of arable land. Fertilizer products
cover nitrogenous, potash, and phosphate fertilizers (including ground rock
phosphate). Traditional nutrients--animal and plant manures--are not included.
For the purpose of data dissemination, FAO has adopted the concept of a calendar
year (January to December). Some countries compile fertilizer data on a calendar
year basis, while others are on a split-year basis.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.CON.FERT.ZS\",\"name\":\"Fertilizer
consumption (kilograms per hectare of arable land)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Fertilizer consumption measures
the quantity of plant nutrients used per unit of arable land. Fertilizer products
cover nitrogenous, potash, and phosphate fertilizers (including ground rock
phosphate). Traditional nutrients--animal and plant manures--are not included.
For the purpose of data dissemination, FAO has adopted the concept of a calendar
year (January to December). Some countries compile fertilizer data on a calendar
year basis, while others are on a split-year basis. 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.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.CRP.BLY.CD\",\"name\":\"Producer Price
for Barley (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.BLY.CN\",\"name\":\"Producer
Price for Barley (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.FNO.CD\",\"name\":\"Producer
Price for Fonio (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.FNO.CN\",\"name\":\"Producer
Price for Fonio (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.MLT.CD\",\"name\":\"Producer
Price for Millet (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.MLT.CN\",\"name\":\"Producer
Price for Millet (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.MZE.CD\",\"name\":\"Producer
Price for Maize (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.MZE.CN\",\"name\":\"Producer
Price for Maize (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.RICE.CD\",\"name\":\"Producer
Price for Rice, paddy (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.RICE.CN\",\"name\":\"Producer
Price for Rice, paddy (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.SGM.CD\",\"name\":\"Producer
Price for Sorghum (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.SGM.CN\",\"name\":\"Producer
Price for Sorghum (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.WHT.CD\",\"name\":\"Producer
Price for Wheat (per tonne, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.CRP.WHT.CN\",\"name\":\"Producer
Price for Wheat (per tonne, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Producer prices are prices received
by farmers for primary agricultural products as defined in the SNA 93. The
producer's price is the amount receivable by the producer from the purchaser
for a unit of a good or service produced as output minus any VAT, or similar
deductible tax, invoiced to the purchaser. It excludes any transport charges
invoiced separately by the producer.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.FRST.PROD.CHAR\",\"name\":\"Wood
charcoal production quantity (tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Wood carbonized by partial combustion
or application of heat from an external source. It is used as a fuel or for
other uses. Figures are given in weight (MT). \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.FRST.PROD.WOOD\",\"name\":\"Wood
fuel production quantity (CUM, solid volume units)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Wood fuel refers to all roundwood
used as fuel for purposes such as cooking, heating, or power production. It
includes wood harvested from main stems, branches and other parts of trees.
It also includes wood intended for charcoal production.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.AGRI.HA\",\"name\":\"Agricultural
land (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Agricultural land refers to the share of land
area that is arable, under permanent crops, and under permanent pastures.
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. Land under
permanent crops is land cultivated with crops that occupy the land for long
periods and need not be replanted after each harvest, such as cocoa, coffee,
and rubber. This category includes land under flowering shrubs, fruit trees,
nut trees, and vines, but excludes land under trees grown for wood or timber.
Permanent pasture is land used for five or more years for forage, including
natural and cultivated crops.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.AGRI.K2\",\"name\":\"Agricultural
land (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Agricultural
land refers to the share of land area that is arable, under permanent crops,
and under permanent pastures. 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. Land under permanent crops is land cultivated with crops that
occupy the land for long periods and need not be replanted after each harvest,
such as cocoa, coffee, and rubber. This category includes land under flowering
shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown
for wood or timber. Permanent pasture is land used for five or more years
for forage, including natural and cultivated crops.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"AG.LND.AGRI.ZS\",\"name\":\"Agricultural
land (% of land area)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agricultural land refers to the share of land
area that is arable, under permanent crops, and under permanent pastures.
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. Land under
permanent crops is land cultivated with crops that occupy the land for long
periods and need not be replanted after each harvest, such as cocoa, coffee,
and rubber. This category includes land under flowering shrubs, fruit trees,
nut trees, and vines, but excludes land under trees grown for wood or timber.
Permanent pasture is land used for five or more years for forage, including
natural and cultivated crops.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.ARBL.HA\",\"name\":\"Arable land (hectares)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Arable land (in hectares) 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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.LND.ARBL.HA.PC\",\"name\":\"Arable
land (hectares per person)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Arable land (hectares per person) 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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.LND.ARBL.ZS\",\"name\":\"Arable land
(% of land area)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.BLY.HA\",\"name\":\"Land under barley production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under barley production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.CERE.ZS\",\"name\":\"Cereal
cropland (% of land area)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Land under cereal production refers to harvested
area, although some countries report only sown or cultivated area. Cereals
include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat,
and mixed grains. Production data on cereals relate to crops harvested for
dry grain only. Cereal crops harvested for hay or harvested green for food,
feed, or silage and those used for grazing are excluded. \",\"sourceOrganization\":\"Food
and Agriculture Organization, Production Yearbook and data files. \",\"topics\":[]},{\"id\":\"AG.LND.CREL.HA\",\"name\":\"Land
under cereal production (hectares)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Land under cereal production refers
to harvested area, although some countries report only sown or cultivated
area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum,
buckwheat, and mixed grains. Production data on cereals relate to crops harvested
for dry grain only. Cereal crops harvested for hay or harvested green for
food, feed, or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.LND.CROP.HA\",\"name\":\"Permanent
cropland (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Permanent cropland is land cultivated with
crops that occupy the land for long periods and need not be replanted after
each harvest, such as cocoa, coffee, and rubber. This category includes land
under flowering shrubs, fruit trees, nut trees, and vines, but excludes land
under trees grown for wood or timber.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.CROP.ZS\",\"name\":\"Permanent
cropland (% of land area)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Permanent cropland is land cultivated with
crops that occupy the land for long periods and need not be replanted after
each harvest, such as cocoa, coffee, and rubber. This category includes land
under flowering shrubs, fruit trees, nut trees, and vines, but excludes land
under trees grown for wood or timber.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.LND.CRPA.HA\",\"name\":\"Arable and
permanent cropland (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This land category is the sum of
areas under \u201CArable land\u201D and \\\"Permanent crops\u201D. 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\",\"sourceOrganization\":\"Food and Agriculture Organization, electronic
files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.EL5M.RU.K2\",\"name\":\"Rural
land area where elevation is below 5 meters (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural land area below 5m is the
total rural land area in square kilometers where the elevation is 5 meters
or less.\",\"sourceOrganization\":\"Center for International Earth Science
Information Network (CIESIN)\\/Columbia University. 2013. Urban-Rural Population
and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data
and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.EL5M.RU.ZS\",\"name\":\"Rural land area where elevation
is below 5 meters (% of total land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural land area below 5m is the
percentage of total land where the rural land elevation is 5 meters or less.\",\"sourceOrganization\":\"Center
for International Earth Science Information Network (CIESIN)\\/Columbia University.
2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades,
NY: NASA Socioeconomic Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.EL5M.UR.K2\",\"name\":\"Urban land area where elevation
is below 5 meters (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Urban land area below 5m is the total urban
land area in square kilometers where the elevation is 5 meters or less.\",\"sourceOrganization\":\"Center
for International Earth Science Information Network (CIESIN)\\/Columbia University.
2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades,
NY: NASA Socioeconomic Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.EL5M.UR.ZS\",\"name\":\"Urban land area where elevation
is below 5 meters (% of total land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Urban land area below 5m is the
percentage of total land where the urban land elevation is 5 meters or less.\",\"sourceOrganization\":\"Center
for International Earth Science Information Network (CIESIN)\\/Columbia University.
2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades,
NY: NASA Socioeconomic Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.EL5M.ZS\",\"name\":\"Land area where elevation is below
5 meters (% of total land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Land area below 5m is the percentage
of total land where the elevation is 5 meters or less.\",\"sourceOrganization\":\"Center
for International Earth Science Information Network (CIESIN)\\/Columbia University.
2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades,
NY: NASA Socioeconomic Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"AG.LND.FNO.HA\",\"name\":\"Land
under fonio production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under fonio production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.FRST.HA\",\"name\":\"Forest
area (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Forest area is land under natural or planted
stands of trees of at least 5 meters in situ, whether productive or not, and
excludes tree stands in agricultural production systems (for example, in fruit
plantations and agroforestry systems) and trees in urban parks and gardens.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.FRST.K2\",\"name\":\"Forest
area (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Forest
area is land under natural or planted stands of trees of at least 5 meters
in situ, whether productive or not, and excludes tree stands in agricultural
production systems (for example, in fruit plantations and agroforestry systems)
and trees in urban parks and gardens.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.FRST.ZS\",\"name\":\"Forest area (% of land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Forest area is land under natural
or planted stands of trees of at least 5 meters in situ, whether productive
or not, and excludes tree stands in agricultural production systems (for example,
in fruit plantations and agroforestry systems) and trees in urban parks and
gardens.\",\"sourceOrganization\":\"Food and Agriculture Organization, electronic
files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture &
Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.IRIG.AG.ZS\",\"name\":\"Agricultural irrigated land
(% of total agricultural land)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural irrigated land refers
to agricultural areas purposely provided with water, including land irrigated
by controlled flooding.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"AG.LND.IRIG.HA.AG\",\"name\":\"Agricultural
area irrigated (ha)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Agricultural area irrigated, part of the full
or partial control irrigated agricultural land which is actually irrigated
in a given year. Often, part of the equipped area is not irrigated for various
reasons, such as lack of water, absence of farmers, land degradation, damage,
organisational problems etc. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.IRIG.PO.HA\",\"name\":\"Land
area equipped for irrigation (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Area equipped to provide water
(via irrigation) to the crops. It includes areas equipped for full and partial
control irrigation, equipped lowland areas, pastures, and areas equipped for
spate irrigation. Data are expressed in 1000 hectares. \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.MLT.HA\",\"name\":\"Land
under millet production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under millet production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.MZE.HA\",\"name\":\"Land
under maize production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under maize production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.PRCP.MM\",\"name\":\"Average
precipitation in depth (mm per year)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average precipitation is the long-term
average in depth (over space and time) of annual precipitation in the country.
Precipitation is defined as any kind of water that falls from clouds as a
liquid or a solid.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"AG.LND.RICE.HA\",\"name\":\"Land under rice production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under rice production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.SGM.HA\",\"name\":\"Land
under sorghum production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under sorghum production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.TOTL.HA\",\"name\":\"Land
area (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.LND.TOTL.K2\",\"name\":\"Land
area (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"AG.LND.TOTL.RU.K2\",\"name\":\"Rural
land area (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Rural land area in square kilometers, derived
from urban extent grids which distinguish urban and rural areas based on a
combination of population counts (persons), settlement points, and the presence
of Nighttime Lights. Areas are defined as urban where contiguous lighted cells
from the Nighttime Lights or approximated urban extents based on buffered
settlement points for which the total population is greater than 5,000 persons.\",\"sourceOrganization\":\"Center
for International Earth Science Information Network (CIESIN)\\/Columbia University.
2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades,
NY: NASA Socioeconomic Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"AG.LND.TOTL.UR.K2\",\"name\":\"Urban
land area (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Urban land area in square kilometers, based
on a combination of population counts (persons), settlement points, and the
presence of Nighttime Lights. Areas are defined as urban where contiguous
lighted cells from the Nighttime Lights or approximated urban extents based
on buffered settlement points for which the total population is greater than
5,000 persons.\",\"sourceOrganization\":\"Center for International Earth Science
Information Network (CIESIN)\\/Columbia University. 2013. Urban-Rural Population
and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data
and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban
Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"AG.LND.TRAC.ZS\",\"name\":\"Agricultural
machinery, tractors per 100 sq. km of arable land\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural machinery refers to
the number of wheel and crawler tractors (excluding garden tractors) in use
in agriculture at the end of the calendar year specified or during the first
quarter of the following year. 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.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.LND.WHT.HA\",\"name\":\"Land under
wheat production (hectares)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Land under wheat production refers
to harvested area, although some countries report only sown or cultivated
area. Production data on relate to crop harvested for dry grain only. Crop
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.AGRI.XD\",\"name\":\"Agriculture
production index (1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The FAO indices of agricultural
production show the relative level of the aggregate volume of agricultural
production for each year in comparison with the base period 2004-2006. They
are based on the sum of price-weighted quantities of different agricultural
commodities produced after deductions of quantities used as seed and feed
weighted in a similar manner. The resulting aggregate represents, therefore,
disposable production for any use except as seed and feed.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.BLY.MT\",\"name\":\"Barley
production (metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Production data on barley relate to crop harvested
for dry grain only. Crop harvested for hay or harvested green for food, feed,
or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.CREL.MT\",\"name\":\"Cereal
production (metric tons)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Production data on cereals relate to crops
harvested for dry grain only. Cereal crops harvested for hay or harvested
green for food, feed, or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.PRD.CREL.XD\",\"name\":\"Cereal production
index (1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Cereal production index covers cereals that
are considered edible and that contain nutrients. The FAO indices of agricultural
production show the relative level of the aggregate volume of agricultural
production for each year in comparison with the base period 2004-2006. They
are based on the sum of price-weighted quantities of different agricultural
commodities produced after deductions of quantities used as seed and feed
weighted in a similar manner. The resulting aggregate represents, therefore,
disposable production for any use except as seed and feed.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.CROP.XD\",\"name\":\"Crop
production index (2004-2006 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Crop production index shows agricultural
production for each year relative to the base period 2004-2006. It includes
all crops except fodder crops. Regional and income group aggregates for the
FAO's production indexes are calculated from the underlying values in international
dollars, normalized to the base period 2004-2006.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.PRD.FNO.MT\",\"name\":\"Fonio production
(metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Production
data on fonio relate to crop harvested for dry grain only. Crop harvested
for hay or harvested green for food, feed, or silage and those used for grazing
are excluded.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.FOOD.XD\",\"name\":\"Food
production index (2004-2006 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Food production index covers food
crops that are considered edible and that contain nutrients. Coffee and tea
are excluded because, although edible, they have no nutritive value.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.PRD.GAGRI.XD\",\"name\":\"Agriculture
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The FAO indices of agricultural
production show the relative level of the aggregate volume of agricultural
production for each year in comparison with the base period 2004-2006. They
are based on the sum of price-weighted quantities of different agricultural
commodities produced after deductions of quantities used as seed and feed
weighted in a similar manner. The resulting aggregate represents, therefore,
disposable production for any use except as seed and feed. All the indices
at the country, regional and world levels are calculated by the Laspeyres
formula. Production quantities of each commodity are weighted by 2004-2006
average international commodity prices and summed for each year. To obtain
the index, the aggregate for a given year is divided by the average aggregate
for the base period 2004-2006. Since the FAO indices are based on the concept
of agriculture as a single enterprise, amounts of seed and feed are subtracted
from the production data to avoid double counting them, once in the production
data and once with the crops or livestock produced from them. Deductions
for seed (in the case of eggs, for hatching) and for livestock and poultry
feed apply to both domestically produced and imported commodities. They cover
only primary agricultural products destined to animal feed (e.g. maize, potatoes,
milk, etc.). Processed and semi-processed feed items such as bran, oilcakes,
meals and molasses have been completely excluded from the calculations at
all stages. should be noted that when calculating indices of agricultural,
food and nonfood production, all intermediate primary inputs of agricultural
origin are deducted. However, for indices of any other commodity group, only
inputs originating from within the same group are deducted; thus, only seed
is removed from the group \u201Ccrops\u201D and from all crop subgroups, such
as cereals, oil crops, etc.; and both feed and seed originating from within
the livestock sector (e.g. milk feed, hatching eggs) are removed from the
group \u201Clivestock products\u201D. For the main two livestock subgroups,
namely, meat and milk, only feed originating from the respective subgroup
is removed. The \u201Dinternational commodity prices\u201D are used in order
to avoid the use of exchange rates for obtaining continental and world aggregates,
and also to improve and facilitate international comparative analysis of productivity
at the national level. These\u201D international prices\u201D, expressed in
so-called \\\"\\\"international dollars\u201D, are derived using a Geary-Khamis
formula for the agricultural sector. This method assigns a single \u201Cprice\u201D
to each commodity. For example, one metric ton of wheat has the same price
regardless of the country where it was produced. The currency unit in which
the prices are expressed has no influence on the indices published. The commodities
covered in the computation of indices of agricultural production are all crops
and livestock products originating in each country. Practically all products
are covered, with the main exception of fodder crops. The category of food
production includes commodities that are considered edible and that contain
nutrients. Accordingly, coffee and tea are excluded along with inedible commodities
because, although edible, they have practically no nutritive value. Aggregates
are the sum of available data.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.GCREL.XD\",\"name\":\"Cereal
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cereal production index covers
cereals that are considered edible and that contain nutrients. The FAO indices
of agricultural production show the relative level of the aggregate volume
of agricultural production for each year in comparison with the base period
2004-2006. They are based on the sum of price-weighted quantities of different
agricultural commodities produced after deductions of quantities used as seed
and feed weighted in a similar manner. The resulting aggregate represents,
therefore, disposable production for any use except as seed and feed. All
the indices at the country, regional and world levels are calculated by the
Laspeyres formula. Production quantities of each commodity are weighted by
2004-2006 average international commodity prices and summed for each year.
\ To obtain the index, the aggregate for a given year is divided by the average
aggregate for the base period 2004-2006. Since the FAO indices are based
on the concept of agriculture as a single enterprise, amounts of seed and
feed are subtracted from the production data to avoid double counting them,
once in the production data and once with the crops or livestock produced
from them. Deductions for seed (in the case of eggs, for hatching) and for
livestock and poultry feed apply to both domestically produced and imported
commodities. They cover only primary agricultural products destined to animal
feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed
items such as bran, oilcakes, meals and molasses have been completely excluded
from the calculations at all stages. should be noted that when calculating
indices of agricultural, food and nonfood production, all intermediate primary
inputs of agricultural origin are deducted. However, for indices of any other
commodity group, only inputs originating from within the same group are deducted;
thus, only seed is removed from the group \u201Ccrops\u201D and from all crop
subgroups, such as cereals, oil crops, etc.; and both feed and seed originating
from within the livestock sector (e.g. milk feed, hatching eggs) are removed
from the group \u201Clivestock products\u201D. For the main two livestock
subgroups, namely, meat and milk, only feed originating from the respective
subgroup is removed. The \u201Dinternational commodity prices\u201D are
used in order to avoid the use of exchange rates for obtaining continental
and world aggregates, and also to improve and facilitate international comparative
analysis of productivity at the national level. These\u201D international
prices\u201D, expressed in so-called \\\"\\\"international dollars\u201D,
are derived using a Geary-Khamis formula for the agricultural sector. This
method assigns a single \u201Cprice\u201D to each commodity. For example,
one metric ton of wheat has the same price regardless of the country where
it was produced. The currency unit in which the prices are expressed has no
influence on the indices published. The commodities covered in the computation
of indices of agricultural production are all crops and livestock products
originating in each country. Practically all products are covered, with the
main exception of fodder crops. The category of food production includes commodities
that are considered edible and that contain nutrients. Accordingly, coffee
and tea are excluded along with inedible commodities because, although edible,
they have practically no nutritive value. Aggregates are the sum of available
data.\",\"sourceOrganization\":\"Food and Agriculture Organization, electronic
files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.GCROP.XD\",\"name\":\"Crop
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Crop production index shows agricultural
production for each year relative to the base period 2004-2006. It includes
all crops except fodder crops. Regional and income group aggregates for the
FAO's production indexes are calculated from the underlying values in international
dollars, normalized to the base period 2004-2006.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.GFOOD.XD\",\"name\":\"Food
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Food production index covers food
crops that are considered edible and that contain nutrients. Coffee and tea
are excluded because, although edible, they have no nutritive value.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.GLVSK.XD\",\"name\":\"Livestock
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Livestock production index includes
meat and milk from all sources, dairy products such as cheese, and eggs, honey,
raw silk, wool, and hides and skins.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.GNFOOD.XD\",\"name\":\"Non-food
production index (gross, 1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-food production index covers
non-food items. All the indices at the country, regional and world levels
are calculated by the Laspeyres formula. Production quantities of each commodity
are weighted by 2004-2006 average international commodity prices and summed
for each year. To obtain the index, the aggregate for a given year is divided
by the average aggregate for the base period 2004-2006. It should be noted
that when calculating indices of agricultural, food and nonfood production,
all intermediate primary inputs of agricultural origin are deducted. However,
for indices of any other commodity group, only inputs originating from within
the same group are deducted; thus, only seed is removed from the group \u201Ccrops\u201D
and from all crop subgroups, such as cereals, oil crops, etc.; and both feed
and seed originating from within the livestock sector (e.g. milk feed, hatching
eggs) are removed from the group \u201Clivestock products\u201D. For the main
two livestock subgroups, namely, meat and milk, only feed originating from
the respective subgroup is removed. The \\\"\\\"international commodity prices\u201D
are used in order to avoid the use of exchange rates for obtaining continental
and world aggregates, and also to improve and facilitate international comparative
analysis of productivity at the national level. These\u201D international
prices\u201D, expressed in so-called \\\"\\\"international dollars\u201D,
are derived using a Geary-Khamis formula for the agricultural sector. This
method assigns a single \u201Cprice\u201D to each commodity. For example,
one metric ton of wheat has the same price regardless of the country where
it was produced. The currency unit in which the prices are expressed has no
influence on the indices published. The indices are calculated from production
data presented on a calendar year basis. Aggregates are the sum of available
data.\",\"sourceOrganization\":\"Food and Agriculture Organization, Production
Yearbook and data files.\",\"topics\":[]},{\"id\":\"AG.PRD.LVSK.XD\",\"name\":\"Livestock
production index (2004-2006 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Livestock production index includes
meat and milk from all sources, dairy products such as cheese, and eggs, honey,
raw silk, wool, and hides and skins.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"AG.PRD.MLT.MT\",\"name\":\"Millet production
(metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Production
data on millet relate to crop harvested for dry grain only. Crop harvested
for hay or harvested green for food, feed, or silage and those used for grazing
are excluded.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.MZE.MT\",\"name\":\"Maize
production (metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Production data on maize relate to crop harvested
for dry grain only. Crop harvested for hay or harvested green for food, feed,
or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.NFOOD.XD\",\"name\":\"Gross
non-food production index (1999-2001 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-food production index covers
non-food items. The FAO indices of agricultural production show the relative
level of the aggregate volume of agricultural production for each year in
comparison with the base period 2004-2006. They are based on the sum of price-weighted
quantities of different agricultural commodities produced after deductions
of quantities used as seed and feed weighted in a similar manner. The resulting
aggregate represents, therefore, disposable production for any use except
as seed and feed.\",\"sourceOrganization\":\"Food and Agriculture Organization,
Production Yearbook and data files.\",\"topics\":[]},{\"id\":\"AG.PRD.RICE.MT\",\"name\":\"Rice
production (metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Production data on rice relate to crop harvested
for dry grain only. Crop harvested for hay or harvested green for food, feed,
or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.SGM.MT\",\"name\":\"Sorghum
production (metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Production data on sorghum relate to crop harvested
for dry grain only. Crop harvested for hay or harvested green for food, feed,
or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.PRD.WHT.MT\",\"name\":\"Wheat
production (metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Production data on wheat relate to crop harvested
for dry grain only. Crop harvested for hay or harvested green for food, feed,
or silage and those used for grazing are excluded.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.BLY.MT\",\"name\":\"Barley
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.CREL.MT\",\"name\":\"Cereal
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.FNO.MT\",\"name\":\"Fonio
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.MLT.MT\",\"name\":\"Millet
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.MZE.MT\",\"name\":\"Maize
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.RICE.MT\",\"name\":\"Rice
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.SGM.MT\",\"name\":\"Sorghum
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SED.WHT.MT\",\"name\":\"Wheat
seed quantity (FAO, metric tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Data include the amounts of the
commodity in question set aside for sowing or planting (or generally for reproduction
purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and
fish for bait, whether domestically produced or imported) during the reference
period. Account is taken of double or successive sowing or planting whenever
it occurs. The data of seed include also, when it is the case, the quantities
necessary for sowing or planting the area relating to crops harvested green
for fodder or for food.(e.g. green peas, green beans, maize for forage) Data
for seed element are stored in tonnes (t). Whenever official data were not
available, seed figures have been estimated either as a percentage of supply
(e.g. eggs for hatching) or by multiplying a seed rate with the area under
the crop of the subsequent year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SRF.TOTL.HA\",\"name\":\"Surface
area (ha)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Surface
area is a country's total area, including areas under inland bodies of water
and some coastal waterways.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.SRF.TOTL.K2\",\"name\":\"Surface
area (sq. km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Surface
area is a country's total area, including areas under inland bodies of water
and some coastal waterways.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"AG.YLD.BLY.KG\",\"name\":\"Barley
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Barley yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.CREL.KG\",\"name\":\"Cereal
yield (kg per hectare)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Cereal yield, measured as kilograms per hectare
of harvested land, includes wheat, rice, maize, barley, oats, rye, millet,
sorghum, buckwheat, and mixed grains. Production data on cereals relate to
crops harvested for dry grain only. Cereal crops harvested for hay or harvested
green for food, feed, or silage and those used for grazing are excluded. The
FAO allocates production data to the calendar year in which the bulk of the
harvest took place. Most of a crop harvested near the end of a year will be
used in the following year.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"AG.YLD.FNO.KG\",\"name\":\"Fonio
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Fonio yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.MLT.KG\",\"name\":\"Millet
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Millet yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.MZE.KG\",\"name\":\"Maize
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Maize yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.RICE.KG\",\"name\":\"Rice
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Rice yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.SGM.KG\",\"name\":\"Sorghum
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Sorghum yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"AG.YLD.WHT.KG\",\"name\":\"Wheat
yield (kg per hectare)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Wheat yield, measured as kilograms per hectare
of harvested land. Production data on relate to crops harvested for dry grain
only. Crop harvested for hay or harvested green for food, feed, or silage
and those used for grazing are excluded.\",\"sourceOrganization\":\"Food and
Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"ALUMINUM\",\"name\":\"Aluminum,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Aluminum (LME) London Metal Exchange,
unalloyed primary ingots, high grade, minimum 99.7% purity, settlement price
beginning 2005; previously cash price\",\"sourceOrganization\":\"Platts Metals
Week, Thomson Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"B1\",\"name\":\"41.Herfindahl-Hirschman
Index\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B2i\",\"name\":\"42.Share
of top 1% Exporters in TEV (Total Export Value)\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B2ii\",\"name\":\"43.Share
of top 5% Exporters in TEV (Total Export Value)\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B2iii\",\"name\":\"44.Share
of top 25% Exporters in TEV (Total Export Value)\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B3i\",\"name\":\"45.Number
of HS6 Products per Exporter: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B3ii\",\"name\":\"46.Number
of HS6 Products per Exporter: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B3iii\",\"name\":\"47.Number
of HS6 Products per Exporter: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B4i\",\"name\":\"48.Number
of Destinations per Exporter: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B4ii\",\"name\":\"49.Number
of Destinations per Exporter: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B4iii\",\"name\":\"50.Number
of Destinations per Exporter: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B5i\",\"name\":\"51.Number
of Exporters per HS6 Product: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B5ii\",\"name\":\"52.Number
of Exporters per HS6 Product: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B5iii\",\"name\":\"53.Number
of Exporters per HS6 Product: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B6i\",\"name\":\"54.Number
of Exporters per Destination: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B6ii\",\"name\":\"55.Number
of Exporters per Destination: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"B6iii\",\"name\":\"56.Number
of Exporters per Destination: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"BANANA_EU\",\"name\":\"Bananas,
EU, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Bananas (Central & South America),
major brands, c.i.f. Hamburg\",\"sourceOrganization\":\"Sopisco News; Union
of Banana-Exporting Countries (UPEB); Food and Agricultural Organization;
US Bureau of Labor Statistics; World Bank.\",\"topics\":[]},{\"id\":\"BANANA_US\",\"name\":\"Bananas,
US, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Bananas (Central & South America),
major brands, US import price, free on truck (f.o.t.) US Gulf ports\",\"sourceOrganization\":\"Sopisco
News; Union of Banana-Exporting Countries (UPEB); Food and Agricultural Organization;
US Bureau of Labor Statistics; World Bank.\",\"topics\":[]},{\"id\":\"BAR.NOED.1519.FE.ZS\",\"name\":\"Barro-Lee:
Percentage of female population age 15-19 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 15-19 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.1519.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 15-19 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 15-19 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.15UP.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 15+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 15+ with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.15UP.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 15+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 15+ with no education\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.2024.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 20-24 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 20-24 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.2024.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 20-24 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 20-24 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.2529.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 25-29 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 25-29 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.2529.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 25-29 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 25-29 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.25UP.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 25+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 25+ with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.25UP.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 25+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 25+ with no education\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.3034.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 30-34 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 30-34 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.3034.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 30-34 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 30-34 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.3539.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 35-39 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 35-39 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.3539.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 35-39 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 35-39 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.4044.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 40-44 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 40-44 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.4044.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 40-44 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 40-44 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.4549.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 45-49 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 45-49 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.4549.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 45-49 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 45-49 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.5054.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 50-54 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 50-54 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.5054.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 50-54 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 50-54 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.5559.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 55-59 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 55-59 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.5559.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 55-59 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 55-59 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.6064.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 60-64 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 60-64 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.6064.ZS\",\"name\":\"Barro-Lee: Percentage of population
age 60-64 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 60-64 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.NOED.6569.FE.ZS\",\"name\":\"Barro-Lee: Percentage of
female population age 65-69 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 65-69 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.NOED.6569.ZS\",\"name\":\"Barro-Lee:
Percentage of population age 65-69 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 65-69 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.NOED.7074.FE.ZS\",\"name\":\"Barro-Lee:
Percentage of female population age 70-74 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 70-74 with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.NOED.7074.ZS\",\"name\":\"Barro-Lee:
Percentage of population age 70-74 with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 70-74 with no
education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.NOED.75UP.FE.ZS\",\"name\":\"Barro-Lee:
Percentage of female population age 75+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 75+ with
no education\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee:
http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.NOED.75UP.ZS\",\"name\":\"Barro-Lee:
Percentage of population age 75+ with no education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 75+ with no education\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.1519\",\"name\":\"Barro-Lee:
Population in thousands, age 15-19, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 15-19, total is
the total population of 15-19 year olds in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.1519.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 15-19, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 15-19, female is the female population of 15-19 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.15UP\",\"name\":\"Barro-Lee: Population in thousands,
age 15+, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 15+, total is the total population over age 15 in thousands
estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha
Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.15UP.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 15+, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 15+, female is the female population over age 15 in thousands
estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha
Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.2024\",\"name\":\"Barro-Lee: Population in thousands,
age 20-24, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
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in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.2024.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 20-24, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 20-24, female is the female population of 20-24 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.2529\",\"name\":\"Barro-Lee: Population in thousands,
age 25-29, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 25-29, total is the total population of 25-29 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.2529.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 25-29, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 25-29, female is the female population of 25-29 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.25UP\",\"name\":\"Barro-Lee: Population in thousands,
age 25+, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 25+, total is the total population over age 25 in thousands
estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha
Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.25UP.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 25+, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 25+, female is the female population over age 25 in thousands
estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha
Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.3034\",\"name\":\"Barro-Lee: Population in thousands,
age 30-34, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 30-34, total is the total population of 30-34 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.3034.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 30-34, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 30-34, female is the female population of 30-34 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.3539\",\"name\":\"Barro-Lee: Population in thousands,
age 35-39, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 35-39, total is the total population of 35-39 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.3539.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 35-39, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 35-39, female is the female population of 35-39 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.4044\",\"name\":\"Barro-Lee: Population in thousands,
age 40-44, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 40-44, total is the total population of 40-44 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.4044.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 40-44, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 40-44, female is the female population of 40-44 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.4549\",\"name\":\"Barro-Lee: Population in thousands,
age 45-49, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 45-49, total is the total population of 45-49 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.4549.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 45-49, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 45-49, female is the female population of 45-49 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.5054\",\"name\":\"Barro-Lee: Population in thousands,
age 50-54, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 50-54, total is the total population of 50-54 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.5054.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 50-54, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 50-54, female is the female population of 50-54 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.5559\",\"name\":\"Barro-Lee: Population in thousands,
age 55-59, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 55-59, total is the total population of 55-59 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.5559.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 55-59, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 55-59, female is the female population of 55-59 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.6064\",\"name\":\"Barro-Lee: Population in thousands,
age 60-64, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 60-64, total is the total population of 60-64 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.6064.FE\",\"name\":\"Barro-Lee: Population in thousands,
age 60-64, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 60-64, female is the female population of 60-64 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.POP.6569\",\"name\":\"Barro-Lee: Population in thousands,
age 65-69, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population
in thousands, age 65-69, total is the total population of 65-69 year olds
in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.6569.FE\",\"name\":\"Barro-Lee:
Population in thousands, age 65-69, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 65-69, female
is the female population of 65-69 year olds in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.7074\",\"name\":\"Barro-Lee:
Population in thousands, age 70-74, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 70-74, total is
the total population of 70-74 year olds in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.7074.FE\",\"name\":\"Barro-Lee:
Population in thousands, age 70-74, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 70-74, female
is the female population of 70-74 year olds in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.75UP\",\"name\":\"Barro-Lee:
Population in thousands, age 75+, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 75+, total is
the total population over age 75 in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.POP.75UP.FE\",\"name\":\"Barro-Lee:
Population in thousands, age 75+, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population in thousands, age 75+, female is
the female population over age 75 in thousands estimated by Barro-Lee.\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.PRM.CMPT.1519.FE.ZS\",\"name\":\"Barro-Lee:
Percentage of female population age 15-19 with primary schooling. Completed
Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female population age 15-19 with primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.1519.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 15-19 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 15-19 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.15UP.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 15+ with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
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primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.15UP.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 15+ with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 15+ with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.2024.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 20-24 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 20-24 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.2024.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 20-24 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 20-24 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.2529.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 25-29 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 25-29 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.2529.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 25-29 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 25-29 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.25UP.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 25+ with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 25+ with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.25UP.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 25+ with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 25+ with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.3034.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 30-34 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 30-34 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.3034.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 30-34 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 30-34 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.3539.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 35-39 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 35-39 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.3539.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 35-39 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 35-39 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.4044.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 40-44 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 40-44 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.4044.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 40-44 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
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schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.4549.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 45-49 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 45-49 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.4549.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 45-49 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 45-49 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.5054.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 50-54 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 50-54 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.5054.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 50-54 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 50-54 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.5559.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 55-59 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 55-59 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.5559.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 55-59 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
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schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.6064.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 60-64 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 60-64 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.6064.ZS\",\"name\":\"Barro-Lee: Percentage of
population age 60-64 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 60-64 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"BAR.PRM.CMPT.6569.FE.ZS\",\"name\":\"Barro-Lee: Percentage
of female population age 65-69 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female population age 65-69 with
primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert J.
Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.PRM.CMPT.6569.ZS\",\"name\":\"Barro-Lee:
Percentage of population age 65-69 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of population age 65-69 with primary
schooling. Completed Primary\",\"sourceOrganization\":\"Robert J. Barro and
Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.PRM.CMPT.7074.FE.ZS\",\"name\":\"Barro-Lee:
Percentage of female population age 70-74 with primary schooling. Completed
Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female population age 70-74 with primary schooling. Completed Primary\",\"sourceOrganization\":\"Robert
J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.PRM.CMPT.7074.ZS\",\"name\":\"Barro-Lee:
Percentage of population age 70-74 with primary schooling. Completed Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
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and Completed Tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
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Completed Tertiary)\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha
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Tertiary)\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
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and Completed Tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
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\"}]},{\"id\":\"BAR.TER.ICMP.3034.ZS\",\"name\":\"Barro-Lee: Percentage of
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and Completed Tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
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tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"sourceOrganization\":\"Robert
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\"}]},{\"id\":\"BAR.TER.ICMP.4044.FE.ZS\",\"name\":\"Barro-Lee: Percentage
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and Completed Tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
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\"}]},{\"id\":\"BAR.TER.ICMP.5559.ZS\",\"name\":\"Barro-Lee: Percentage of
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age 65-69.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.TER.SCHL.7074\",\"name\":\"Barro-Lee:
Average years of tertiary schooling, age 70-74, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average years of tertiary schooling, 70-74,
total is the average years of tertiary education completed among people age
70-74.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.TER.SCHL.7074.FE\",\"name\":\"Barro-Lee:
Average years of tertiary schooling, age 70-74, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average years of tertiary schooling, 70-74,
female is the average years of tertiary education completed among females
age 70-74.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.TER.SCHL.75UP\",\"name\":\"Barro-Lee:
Average years of tertiary schooling, age 75+, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average years of tertiary schooling, 75+, total
is the average years of tertiary education completed among people over age
75.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BAR.TER.SCHL.75UP.FE\",\"name\":\"Barro-Lee:
Average years of tertiary schooling, age 75+, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average years of tertiary schooling, 75+, female
is the average years of tertiary education completed among females over age
75.\",\"sourceOrganization\":\"Robert J. Barro and Jong-Wha Lee: http:\\/\\/www.barrolee.com\\/\",\"topics\":[]},{\"id\":\"BARLEY\",\"name\":\"Barley,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Barley (Canada), feed, Western No. 1,
Winnipeg Commodity Exchange, spot, wholesale farmers' price\",\"sourceOrganization\":\"Bloomberg;
World Bank.\",\"topics\":[]},{\"id\":\"BEEF\",\"name\":\"Meat, beef, cents\\/kg,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Meat, beef (Australia\\/New Zealand), chucks
and cow forequarters, frozen boneless, 85% chemical lean, c.i.f. U.S. port
(East Coast), ex-dock, beginning November 2002; previously cow forequarters\",\"sourceOrganization\":\"Meat
& Livestock Australia, Meat and Livestock Weekly; The National Provisioner;
US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"BG.GSR.NFSV.GD.ZS\",\"name\":\"Trade
in services (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Trade in services is the sum of service exports
and imports divided by the value of GDP, all in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.AG.AGR.TRAC.CD\",\"name\":\"Agricultural
tractors, exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Agricultural machinery refers to
the number of wheel and crawler tractors (excluding garden tractors) in use
in agriculture at the end of the calendar year specified or during the first
quarter of the following year. Data are in US$.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.AGR.TRAC.NO\",\"name\":\"Agricultural
tractors, exports\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Agricultural machinery refers to the number
of wheel and crawler tractors (excluding garden tractors) in use in agriculture
at the end of the calendar year specified or during the first quarter of the
following year.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.CREL.CD\",\"name\":\"Cereal
exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cereals include wheat, rice, maize,
barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production
data on cereals relate to crops harvested for dry grain only. Cereal crops
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.CREL.MT\",\"name\":\"Cereal
exports quantity (FAO, tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cereals include wheat, rice, maize,
barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production
data on cereals relate to crops harvested for dry grain only. Cereal crops
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.FRST.CD\",\"name\":\"Forest
products imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Forest products imports. Data
are in current U.S. dollars. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.HZ.PEST.CD\",\"name\":\"Hazardous
pesticides imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Pesticides refer to insecticides,
fungicides, herbicides, disinfectants and any substance or mixture of substances
intended for preventing, destroying or controlling any pest, including vectors
of human or animal disease, unwanted species of plants or animals causing
harm during or otherwise interfering with the production, processing, storage,
transport or marketing of food, agricultural commodities, wood and wood products
or animal feedstuffs, or substances which may be administered to animals for
the control of insects, arachnids or other pests in or on their bodies. The
term includes substances intended for use as a plant growth regulator, defoliant,
desiccant or agent for thinning fruit or preventing the premature fall of
fruit, and substances applied to crops either before or after harvest to protect
the commodity from deterioration during storage and transport. Pesticide
trade is the value of trade covering insecticides, fungicides, herbicides,
disinfectants and others, as described by the Harmonised Coding System (HS)
code 3808. Differences between figures given for total exports and total
imports at the world level may be due to several factors, e.g. the time lag
between the dispatch of goods from exporting country and their arrival in
the importing country; the use of different classification of the same product
by different countries; or the fact that some countries supply data on general
trade while others give data on special trade.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.AG.PEST.CD\",\"name\":\"Pesticides
imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Pesticides refer to insecticides,
fungicides, herbicides, disinfectants and any substance or mixture of substances
intended for preventing, destroying or controlling any pest, including vectors
of human or animal disease, unwanted species of plants or animals causing
harm during or otherwise interfering with the production, processing, storage,
transport or marketing of food, agricultural commodities, wood and wood products
or animal feedstuffs, or substances which may be administered to animals for
the control of insects, arachnids or other pests in or on their bodies. The
term includes substances intended for use as a plant growth regulator, defoliant,
desiccant or agent for thinning fruit or preventing the premature fall of
fruit, and substances applied to crops either before or after harvest to protect
the commodity from deterioration during storage and transport.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.FOD.AGRI.CD\",\"name\":\"Food
imports excluding fish (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Food imports excludes fish. Data
are expressed in current U.S. dollar at cost-insurance-freight (cif) prices.
Excludes fish. \",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.GSR.AGRI.CD\",\"name\":\"Total
agricultural imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total agricultural imports are
expressed in terms of value. They cover all movements into the country of
the commodity in question during the reference period. They include commercial
trade, food aid granted on specific terms, donated quantities and estimates
of unrecorded trade.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BM.GSR.CMCP.ZS\",\"name\":\"Communications,
computer, etc. (% of service imports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Communications, computer, information,
and other services cover international telecommunications; computer data;
news-related service transactions between residents and nonresidents; construction
services; royalties and license fees; miscellaneous business, professional,
and technical services; personal, cultural, and recreational services; manufacturing
services on physical inputs owned by others; and maintenance and repair services
and government services not included elsewhere.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.FCTY.CD\",\"name\":\"Primary
income payments (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary income payments refer to
employee compensation paid to nonresident workers and investment income (payments
on direct investment, portfolio investment, other investments). Data are in
current U.S. dollars.\",\"sourceOrganization\":\"International Monetary Fund,
Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BM.GSR.FXAI.CD\",\"name\":\"Other income payments
(BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Other income payments. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BM.GSR.GNFS.CD\",\"name\":\"Imports
of goods and services (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Imports of goods and services comprise
all transactions between residents of a country and the rest of the world
involving a change of ownership from nonresidents to residents of general
merchandise, nonmonetary gold, and services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.INSF.ZS\",\"name\":\"Insurance
and financial services (% of service imports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Insurance and financial services
cover various types of insurance provided to nonresidents by resident insurance
enterprises and vice versa, and financial intermediary and auxiliary services
(except those of insurance enterprises and pension funds) exchanged between
residents and nonresidents.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.MRCH.CD\",\"name\":\"Goods
imports (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Goods imports refer to all movable goods (including
nonmonetary gold) involved in a change of ownership from nonresidents to residents.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.NFSV.CD\",\"name\":\"Service
imports (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Services refer to economic output of intangible
commodities that may be produced, transferred, and consumed at the same time.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.ROYL.CD\",\"name\":\"Charges
for the use of intellectual property, payments (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Charges for the use of intellectual
property are payments and receipts between residents and nonresidents for
the authorized use of proprietary rights (such as patents, trademarks, copyrights,
industrial processes and designs including trade secrets, and franchises)
and for the use, through licensing agreements, of produced originals or prototypes
(such as copyrights on books and manuscripts, computer software, cinematographic
works, and sound recordings) and related rights (such as for live performances
and television, cable, or satellite broadcast). Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"14\",\"value\":\"Science & Technology \"}]},{\"id\":\"BM.GSR.SERV.CD\",\"name\":\"Imports
of total services (Debit, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of total services is calculated
as the difference between imports of goods and services and merchandise imports.
\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"BM.GSR.TOTL.CD\",\"name\":\"Imports
of goods, services and primary income (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Imports of goods, services and
primary income is the sum of goods imports, service imports and primary income
payments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.TRAN.ZS\",\"name\":\"Transport
services (% of service imports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Transport covers all transport
services (sea, air, land, internal waterway, pipeline, space and electricity
transmission) performed by residents of one economy for those of another and
involving the carriage of passengers, the movement of goods (freight), rental
of carriers with crew, and related support and auxiliary services. Also included
are postal and courier services. Excluded are freight insurance (included
in insurance services); goods procured in ports by nonresident carriers (included
in goods); maintenance and repairs on transport equipment (included in maintenance
and repair services n.i.e.); and repairs of railway facilities, harbors, and
airfield facilities (included in construction).\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.GSR.TRVL.ZS\",\"name\":\"Travel
services (% of service imports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Travel covers goods and services
acquired from an economy by travelers for their own use during visits of less
than one year in that economy for either business or personal purposes. Travel
includes local transport (i.e., transport within the economy being visited
and provided by a resident of that economy), but excludes international transport
(which is included in passenger transport. Travel also excludes goods for
resale, which are included in general merchandise.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BM.KLT.DINV.CD\",\"name\":\"Foreign
direct investment, net outflows by reporting economy (IMF-BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Foreign direct investment are the
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. This series shows net outflows of investment from the reporting
economy to the rest of the world. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BM.KLT.DINV.CD.WD\",\"name\":\"Foreign
direct investment, net outflows (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Foreign direct investment refers
to direct investment equity flows in an economy. It is the sum of equity capital,
reinvestment of earnings, and other capital. Direct investment is a category
of cross-border investment associated with a resident in one economy having
control or a significant degree of influence on the management of an enterprise
that is resident in another economy. Ownership of 10 percent or more of the
ordinary shares of voting stock is the criterion for determining the existence
of a direct investment relationship. This series shows net outflows of investment
from the reporting economy to the rest of the world. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance of
Payments database, supplemented by data from the United Nations Conference
on Trade and Development and official national sources.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BM.KLT.DINV.WD.GD.ZS\",\"name\":\"Foreign
direct investment, net outflows (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Foreign direct investment are the
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. This series shows net outflows of investment from the reporting
economy to the rest of the world and is divided by GDP.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and Balance of Payments
databases, World Bank, International Debt Statistics, and World Bank and OECD
GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"BM.TRF.CURR.CD\",\"name\":\"Current transfers, payments
(BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Current transfers comprise transfers of income
between residents of the reporting country and the rest of the world that
carry no provisions for repayment. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BM.TRF.MGR.CD\",\"name\":\"Migrant
remittance outflows (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Migrants\u2019 remittances are
defined as the sum of worker\u2019s remittances,\",\"sourceOrganization\":\"World
Bank staff estimates based on the International Monetary Fund's Balance of
Payments Statistics Yearbook 2008. \",\"topics\":[]},{\"id\":\"BM.TRF.OFDC.CD\",\"name\":\"Official
current transfers, payments (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current transfers are recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BM.TRF.PRVT.CD\",\"name\":\"Secondary
income, other sectors, payments (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Secondary income refers to transfers
recorded in the balance of payments whenever an economy provides or receives
goods, services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BM.TRF.PWKR.CD\",\"name\":\"Workers' remittances,
payments (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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 payments by
the reporting country. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BM.TRF.PWKR.CD.DT\",\"name\":\"Personal
remittances, paid (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Personal remittances comprise personal
transfers and compensation of employees. Personal transfers consist of all
current transfers in cash or in kind made or received by resident households
to or from nonresident households. Personal transfers thus include all current
transfers between resident and nonresident individuals. Compensation of employees
refers to the income of border, seasonal, and other short-term workers who
are employed in an economy where they are not resident and of residents employed
by nonresident entities. Data are the sum of two items defined in the sixth
edition of the IMF's Balance of Payments Manual: personal transfers and compensation
of employees. Data are in current U.S. dollars. \\u000a \",\"sourceOrganization\":\"World
Bank staff estimates based on IMF balance of payments data.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BN.CAB.XOKA.CD\",\"name\":\"Current
account balance (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Current account balance is the
sum of net exports of goods and services, net primary income, and net secondary
income. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"BN.CAB.XOKA.GD.ZS\",\"name\":\"Current
account balance (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Current account balance is the sum of net exports
of goods and services, net primary income, and net secondary income.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.CAB.XOKA.GN.ZS\",\"name\":\"Current account balance
(% of GNP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Current
account balance is the sum of net exports of goods, services, net income,
and net current transfers. Data are in current U.S. dollars. Data are divided
by GNP at market prices in U.S. dollars to facilitate comparison across economies.
\",\"sourceOrganization\":\"International Monetary Fund, Balance of Payments
Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BN.CUR.GDPM.ZS\",\"name\":\"Current
account balance excluding net official capital grants (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current account balance is the
sum of net exports of goods, services, net income, and net current transfers.
\ This is divided by GDP at market prices, with both series expressed in current
U.S. dollars. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"BN.DSR.UNPD.CD\",\"name\":\"Debt
service not paid (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Debt service not paid (BoP, current
US$). \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"BN.FAC.ARAC.CD\",\"name\":\"Debt
Service not paid: Arrears Accumulation (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"In the standard presentation of
the balance of payments, arrears of interest and amortization--amounts that
are past due and unpaid--are recorded as if the amounts had been paid on schedule,
and an offsetting entry is made to reflect the associated new, short-term
commitments. Data are in current US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BN.FIN.TOTL.CD\",\"name\":\"Net
financial account (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The net financial account shows
net acquisition and disposal of financial assets and liabilities. It measures
how net lending to or borrowing from nonresidents is financed, and is conceptually
equal to the sum of the balances on the current and capital accounts. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.GSR.FCTY.CD\",\"name\":\"Net primary income (BoP,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
primary income refers to receipts and payments of employee compensation paid
to nonresident workers and investment income (receipts and payments on direct
investment, portfolio investment, other investments, and receipts on reserve
assets). Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.GSR.FCTY.CD.ZS\",\"name\":\"Net income (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net income refers to receipts and
payments of employee compensation paid to nonresident workers and investment
income (receipts and payments on direct investment, portfolio investment,
other investments, and receipts on reserve assets). Income derived from the
use of intangible assets is recorded under business services. Data are in
current U.S. dollars. \",\"sourceOrganization\":\"International Monetary Fund,
Balance of Payments Statistics Yearbook and data files. World Bank GDP estimates
are used for the denominator.\",\"topics\":[]},{\"id\":\"BN.GSR.GNFS.CD\",\"name\":\"Net
trade in goods and services (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net trade in goods and services
is derived by offsetting imports of goods and services against exports of
goods and services. Exports and imports of goods and services comprise all
transactions involving a change of ownership of goods and services between
residents of one country and the rest of the world. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance of
Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BN.GSR.MRCH.CD\",\"name\":\"Net
trade in goods (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net trade in goods is the difference
between exports and imports of goods. Trade in services is not included. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BN.KAC.EOMS.CD\",\"name\":\"Net
errors and omissions (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net errors and omissions constitute
a residual category needed to ensure that accounts in the balance of payments
statement sum to zero. Net errors and omissions are derived as the balance
on the financial account minus the balances on the current and capital accounts.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.KAC.FNEI.CD\",\"name\":\"Capital flows not elsewhere
included (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This item comprises capital transactions
not included elsewhere. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BN.KAC.OTHR.CD\",\"name\":\"Other
capital flows, net (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The sum of short-term capital,
net errors and omissions, and capital transactions not included elsewhere.
Data denominated in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BN.KLT.DINV.CD\",\"name\":\"Foreign
direct investment, net (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Foreign direct investment are the
net inflows of investment to acquire a lasting management interest (10 percent
or more of voting stock) in an enterprise operating in an economy other than
that of the investor. It is the sum of equity capital, reinvestment of earnings,
other long-term capital, and short-term capital as shown in the balance of
payments. This series shows total net FDI. In BPM6, financial account balances
are calculated as the change in assets minus the change in liabilities. Net
FDI outflows are assets and net FDI inflows are liabilities. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance
of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BN.KLT.DINV.CD.ZS\",\"name\":\"Foreign
direct investment (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Foreign direct investment is net
inflows of investment to acquire a lasting management interest (10 percent
or more of voting stock) in an enterprise operating in an economy other than
that of the investor. It is the sum of equity capital, reinvestment of earnings,
other long-term capital, and short-term capital as shown in the balance of
payments. This series shows total net, that is, net FDI in the reporting economy
from foreign sources less net FDI by the reporting economy to the rest of
the world. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BN.KLT.NFLW.CD\",\"name\":\"Net
long-term borrowing (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net long-term borrowing includes
external debt disbursements less repayments due, plus other net long-term
inflows. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BN.KLT.OTHR.CD\",\"name\":\"Other
long-term inflows, net (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Other long-term capital comprises
the difference between long-term capital, as defined for total long-term capital:
excluding reserves and LCFAR, and the similar item reported in IMF balance
of payments statistics. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BN.KLT.PRVT.CD\",\"name\":\"Private
capital flows, total (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private capital flows consist of
net foreign direct investment and portfolio investment. 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. The FDI included here is total net, that is, net FDI
in the reporting economy from foreign sources less net FDI by the reporting
economy to the rest of the world. Portfolio investment covers transactions
in equity securities and debt securities. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.KLT.PRVT.GD.ZS\",\"name\":\"Private capital flows,
total (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Private capital flows consist of net foreign
direct investment and portfolio investment. 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. The FDI included here is total net, that is, net FDI in the reporting
economy from foreign sources less net FDI by the reporting economy to the
rest of the world. Portfolio investment covers transactions in equity securities
and debt securities.\",\"sourceOrganization\":\"International Monetary Fund,
Balance of Payments Statistics Yearbook and data files, and World Bank and
OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"BN.KLT.PTXL.CD\",\"name\":\"Portfolio
Investment, net (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Portfolio investment covers transactions
in equity securities and debt securities. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BN.RES.INCL.CD\",\"name\":\"Reserves
and related items (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Reserves and related items is the
net change in a country's holdings of international reserves resulting from
transactions on the current, capital, and financial accounts. Reserve assets
are those external assets that are readily available to and controlled by
monetary authorities for meeting balance of payments financing needs, and
include holdings of monetary gold, special drawing rights (SDRs), reserve
position in the International Monetary Fund (IMF), and other reserve assets.
Also included are net credit and loans from the IMF (excluding reserve position)
and total exceptional financing. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.TRF.CURR.CD\",\"name\":\"Net secondary income (BoP,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Secondary
income refers to transfers recorded in the balance of payments whenever an
economy provides or receives goods, services, income, or financial items without
a quid pro quo. All transfers not considered to be capital are current. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.TRF.CURR.CD.ZS\",\"name\":\"Net current transfers
(% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Net
current transfers are recorded in the balance of payments whenever an economy
provides or receives goods, services, income, or financial items without a
quid pro quo. All transfers not considered to be capital are current. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files. World Bank GDP
estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"BN.TRF.KOGT.CD\",\"name\":\"Net
capital account (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net capital account records acquisitions
and disposals of nonproduced nonfinancial assets, such as land sold to embassies
and sales of leases and licenses, as well as capital transfers, including
government debt forgiveness. The use of the term capital account in this context
is designed to be consistent with the System of National Accounts, which distinguishes
between capital transactions and financial transactions. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance
of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BN.TRF.OFDC.CD\",\"name\":\"Official current transfers,
net (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Current transfers are recorded in the balance
of payments whenever an economy provides or receives goods, services, income,
or financial items without a quid pro quo. All transfers not considered to
be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BN.TRF.PRVT.CD\",\"name\":\"Private
current transfers, net (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current transfers are recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BN.TRF.PWKR.CD\",\"name\":\"Workers'
remittances, net (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Workers' remittances are current
transfers by migrants who are employed or intend to remain employed for more
than a year in another economy in which they are considered residents. Some
developing countries classify workers' remittances as a factor income receipt
(and thus as a component of GNI). The World Bank adheres to international
guidelines in defining GNI, and its classification of workers' remittances
may therefore differ from national practices. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BN.TRN.KOGT.CD\",\"name\":\"Grants
(disbursements) from new commitments (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Grants (disbursements) from new
commitments in current US dollars. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"BPK.AUD.SUBN\",\"name\":\"BPK
Audit Report on Sub-National Budget\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BPK
- Indonesia Audit Board, Report\",\"topics\":[]},{\"id\":\"BX.AG.AGR.TRAC.CD\",\"name\":\"Agricultural
tractors, imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Agricultural machinery refers to
the number of wheel and crawler tractors (excluding garden tractors) in use
in agriculture at the end of the calendar year specified or during the first
quarter of the following year. Data are in US$.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.AGR.TRAC.NO\",\"name\":\"Agricultural
tractors, imports\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Agricultural machinery refers to the number
of wheel and crawler tractors (excluding garden tractors) in use in agriculture
at the end of the calendar year specified or during the first quarter of the
following year.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.CREL.CD\",\"name\":\"Cereal
imports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cereals include wheat, rice, maize,
barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production
data on cereals relate to crops harvested for dry grain only. Cereal crops
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.CREL.MT\",\"name\":\"Cereal
imports quantity (FAO, tonnes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cereals include wheat, rice, maize,
barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production
data on cereals relate to crops harvested for dry grain only. Cereal crops
harvested for hay or harvested green for food, feed, or silage and those used
for grazing are excluded. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.FRST.CD\",\"name\":\"Forest
products exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Forest products exports. Data
are in current U.S. dollars. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.HZ.PEST.CD\",\"name\":\"Hazardous
pesticides exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Pesticides refer to insecticides,
fungicides, herbicides, disinfectants and any substance or mixture of substances
intended for preventing, destroying or controlling any pest, including vectors
of human or animal disease, unwanted species of plants or animals causing
harm during or otherwise interfering with the production, processing, storage,
transport or marketing of food, agricultural commodities, wood and wood products
or animal feedstuffs, or substances which may be administered to animals for
the control of insects, arachnids or other pests in or on their bodies. The
term includes substances intended for use as a plant growth regulator, defoliant,
desiccant or agent for thinning fruit or preventing the premature fall of
fruit, and substances applied to crops either before or after harvest to protect
the commodity from deterioration during storage and transport. Pesticide
trade is the value of trade covering insecticides, fungicides, herbicides,
disinfectants and others, as described by the Harmonised Coding System (HS)
code 3808. Differences between figures given for total exports and total
imports at the world level may be due to several factors, e.g. the time lag
between the dispatch of goods from exporting country and their arrival in
the importing country; the use of different classification of the same product
by different countries; or the fact that some countries supply data on general
trade while others give data on special trade.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.AG.PEST.CD\",\"name\":\"Pesticides
exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Pesticides trade refers to the
value of all types of pesticides (put up in forms or packings for retail sale
or as preparations or articles), provided to (exports) or received (imported)
from the rest of the world. Differences between figures given for total exports
and total imports at the world level may be due to several factors, e.g. the
time lag between the dispatch of goods from exporting country and their arrival
in the importing country; the use of different classification of the same
product by different countries; or the fact that some countries supply data
on general trade while others give data on special trade. Pesticides refers
to insecticides, fungicides, herbicides, disinfectants and any substance intended
for preventing, destroying, attracting, repelling, or controlling any pest
including unwanted species of plants or animals during the production, storage,
transport, distribution, and processing of food, agricultural commodities,
or animal feeds of which may be administered to animals for the control of
ectoparasites. \",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.FOD.AGRI.CD\",\"name\":\"Food
exports excluding fish (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Food exports an are expressed in
current U.S. dollars at free on board (fob) prices. Excludes fish. \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.GRT.EXTA.CD.WD\",\"name\":\"Grants,
excluding technical cooperation (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Grants are defined as legally binding
commitments that obligate a specific value of funds available for disbursement
for which there is no repayment requirement. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics, and OECD.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"},{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"BX.GRT.TECH.CD.WD\",\"name\":\"Technical cooperation
grants (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Technical cooperation grants include free-standing
technical cooperation grants, which are intended to finance the transfer of
technical and managerial skills or of technology for the purpose of building
up general national capacity without reference to any specific investment
projects; and investment-related technical cooperation grants, which are provided
to strengthen the capacity to execute specific investment projects. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics, and OECD.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"},{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"BX.GSR.AGRI.CD\",\"name\":\"Total agricultural
exports (FAO, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total agricultural imports are
expressed in terms of value. They cover all movements into the country of
the commodity in question during the reference period. They include commercial
trade, food aid granted on specific terms, donated quantities and estimates
of unrecorded trade.\",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"BX.GSR.CCIS.CD\",\"name\":\"ICT
service exports (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Information and communication technology
service exports include computer and communications services (telecommunications
and postal and courier services) and information services (computer data and
news-related service transactions). Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.CCIS.ZS\",\"name\":\"ICT
service exports (% of service exports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Information and communication technology
service exports include computer and communications services (telecommunications
and postal and courier services) and information services (computer data and
news-related service transactions).\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.CMCP.ZS\",\"name\":\"Communications,
computer, etc. (% of service exports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Communications, computer, information,
and other services cover international telecommunications; computer data;
news-related service transactions between residents and nonresidents; construction
services; royalties and license fees; miscellaneous business, professional,
and technical services; personal, cultural, and recreational services; manufacturing
services on physical inputs owned by others; and maintenance and repair services
and government services not included elsewhere.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.FCTY.CD\",\"name\":\"Primary
income receipts (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary income receipts refer to
employee compensation paid to resident workers working abroad and investment
income (receipts on direct investment, portfolio investment, other investments,
and receipts on reserve assets). Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BX.GSR.GNFS.CD\",\"name\":\"Exports of goods and services
(BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Exports of goods and services comprise all
transactions between residents of a country and the rest of the world involving
a change of ownership from residents to nonresidents of general merchandise,
net exports of goods under merchanting, nonmonetary gold, and services. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.INCL.CD\",\"name\":\"Exports
of goods, services, income and workers' remittances (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of goods and services are
the total value of goods and services exported as well as income and workers'
remittances received. Workers' remittances include compensation of employees.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"BX.GSR.INSF.ZS\",\"name\":\"Insurance
and financial services (% of service exports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Insurance and financial services
cover various types of insurance provided to nonresidents by resident insurance
enterprises and vice versa, and financial intermediary and auxiliary services
(except those of insurance enterprises and pension funds) exchanged between
residents and nonresidents.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.MRCH.CD\",\"name\":\"Goods
exports (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Goods exports refer to all movable goods (including
nonmonetary gold and net exports of goods under merchanting) involved in a
change of ownership from residents to nonresidents. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance of
Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.NFSV.CD\",\"name\":\"Service
exports (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Services refer to economic output of intangible
commodities that may be produced, transferred, and consumed at the same time.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.ROYL.CD\",\"name\":\"Charges
for the use of intellectual property, receipts (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Charges for the use of intellectual
property are payments and receipts between residents and nonresidents for
the authorized use of proprietary rights (such as patents, trademarks, copyrights,
industrial processes and designs including trade secrets, and franchises)
and for the use, through licensing agreements, of produced originals or prototypes
(such as copyrights on books and manuscripts, computer software, cinematographic
works, and sound recordings) and related rights (such as for live performances
and television, cable, or satellite broadcast). Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"14\",\"value\":\"Science & Technology \"}]},{\"id\":\"BX.GSR.TOTL.CD\",\"name\":\"Exports
of goods, services and primary income (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exports of goods, services and
primary income is the sum of goods exports, service exports and primary income
receipts. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.TRAN.ZS\",\"name\":\"Transport
services (% of service exports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Transport covers all transport
services (sea, air, land, internal waterway, pipeline, space and electricity
transmission) performed by residents of one economy for those of another and
involving the carriage of passengers, the movement of goods (freight), rental
of carriers with crew, and related support and auxiliary services. Also included
are postal and courier services. Excluded are freight insurance (included
in insurance services); goods procured in ports by nonresident carriers (included
in goods); maintenance and repairs on transport equipment (included in maintenance
and repair services n.i.e.); and repairs of railway facilities, harbors, and
airfield facilities (included in construction).\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.GSR.TRVL.ZS\",\"name\":\"Travel
services (% of service exports, BoP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Travel covers goods and services
acquired from an economy by travelers for their own use during visits of less
than one year in that economy for either business or personal purposes. Travel
includes local transport (i.e., transport within the economy being visited
and provided by a resident of that economy), but excludes international transport
(which is included in passenger transport. Travel also excludes goods for
resale, which are included in general merchandise.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"BX.KLT.DINV.CD\",\"name\":\"Foreign
direct investment, net inflows in reporting economy (IMF-BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Foreign direct investment is net
inflows of investment to acquire a lasting management interest (10 percent
or more of voting stock) in an enterprise operating in an economy other than
that of the investor. It is the sum of equity capital, reinvestment of earnings,
other long-term capital, and short-term capital as shown in the balance of
payments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BX.KLT.DINV.CD.WD\",\"name\":\"Foreign
direct investment, net inflows (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Foreign direct investment refers
to direct investment equity flows in the reporting economy. It is the sum
of equity capital, reinvestment of earnings, and other capital. Direct investment
is a category of cross-border investment associated with a resident in one
economy having control or a significant degree of influence on the management
of an enterprise that is resident in another economy. Ownership of 10 percent
or more of the ordinary shares of voting stock is the criterion for determining
the existence of a direct investment relationship. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance of
Payments database, supplemented by data from the United Nations Conference
on Trade and Development and official national sources.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"BX.KLT.DINV.WD.GD.ZS\",\"name\":\"Foreign direct investment,
net inflows (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Foreign direct investment are the 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. This series shows net inflows (new investment inflows less disinvestment)
in the reporting economy from foreign investors, and is divided by GDP.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and Balance of Payments
databases, World Bank, International Debt Statistics, and World Bank and OECD
GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"BX.KLT.DREM.CD.DT\",\"name\":\"Primary
income on FDI, payments (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary income on foreign direct
investment covers payments of direct investment income (debit side), which
consist of income on equity (dividends, branch profits, and reinvested earnings)
and income on the intercompany debt (interest). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"BX.PEF.TOTL.CD.WD\",\"name\":\"Portfolio equity, net inflows
(BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Portfolio equity includes net inflows from
equity securities other than those recorded as direct investment and including
shares, stocks, depository receipts (American or global), and direct purchases
of shares in local stock markets by foreign investors. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance
of Payments database, and World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"BX.TRF.CURR.CD\",\"name\":\"Secondary income receipts
(BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Secondary income refers to transfers recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"BX.TRF.MGR.CD\",\"name\":\"Migrant remittance inflows
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Migrants\u2019
remittances are defined as the sum of worker\u2019s remittances,\",\"sourceOrganization\":\"World
Bank staff estimates based on the International Monetary Fund's Balance of
Payments Statistics Yearbook 2008.\",\"topics\":[]},{\"id\":\"BX.TRF.MGR.DT.GD.ZS\",\"name\":\"Migrant
remittance inflows (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Migrants\u2019 remittances are
defined as the sum of worker\u2019s remittances,\",\"sourceOrganization\":\"World
Bank staff estimates based on the International Monetary Fund's Balance of
Payments Statistics Yearbook 2008, and World Bank and OECD GDP estimates.\",\"topics\":[]},{\"id\":\"BX.TRF.OFDC.CD\",\"name\":\"Official
current transfers, receipts (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current transfers are recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BX.TRF.OFFT.CD\",\"name\":\"Official
transfers, current and capital (Credit, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current transfers are recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"BX.TRF.PRVT.CD\",\"name\":\"Private
current transfers, receipts (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Current transfers are recorded
in the balance of payments whenever an economy provides or receives goods,
services, income, or financial items without a quid pro quo. All transfers
not considered to be capital are current. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"BX.TRF.PWKR.CD\",\"name\":\"Personal
transfers, receipts (BoP, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Personal transfers consist of all
current transfers in cash or in kind made or received by resident households
to or from nonresident households. Personal transfers thus include all current
transfers between resident and nonresident individuals. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"International Monetary Fund, Balance
of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BX.TRF.PWKR.CD.DT\",\"name\":\"Personal
remittances, received (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Personal remittances comprise personal
transfers and compensation of employees. Personal transfers consist of all
current transfers in cash or in kind made or received by resident households
to or from nonresident households. Personal transfers thus include all current
transfers between resident and nonresident individuals. Compensation of employees
refers to the income of border, seasonal, and other short-term workers who
are employed in an economy where they are not resident and of residents employed
by nonresident entities. Data are the sum of two items defined in the sixth
edition of the IMF's Balance of Payments Manual: personal transfers and compensation
of employees. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank staff estimates based on IMF balance of payments data.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"BX.TRF.PWKR.DT.GD.ZS\",\"name\":\"Personal remittances,
received (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Personal remittances comprise personal transfers
and compensation of employees. Personal transfers consist of all current transfers
in cash or in kind made or received by resident households to or from nonresident
households. Personal transfers thus include all current transfers between
resident and nonresident individuals. Compensation of employees refers to
the income of border, seasonal, and other short-term workers who are employed
in an economy where they are not resident and of residents employed by nonresident
entities. Data are the sum of two items defined in the sixth edition of the
IMF's Balance of Payments Manual: personal transfers and compensation of employees.\\u000a
\",\"sourceOrganization\":\"World Bank staff estimates based on IMF balance
of payments data, and World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"BX.TRF.PWKR.GD.ZS\",\"name\":\"Workers'
remittances, receipts (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. Data are in current U.S. dollars.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[]},{\"id\":\"C1\",\"name\":\"57.Firm
Entry Rate\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"C2\",\"name\":\"58.Firm
Exit Rate\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"C3\",\"name\":\"59.Firm
Survival Rate\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics Database:
Country-Year\"},\"sourceNote\":\"Exporter-level information on export transactions
- Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"C4\",\"name\":\"60.Share
of Entrants in TEV (Total Export Value)\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"C5\",\"name\":\"61.2-year
Firm Survival Rate\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"C6\",\"name\":\"62.3-year
Firm Survival Rate\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"CC.EST\",\"name\":\"Control
of Corruption: Estimate\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"\\\"capture\\\"\\\"
of the state by elites and private interests. \\u000aEstimate 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.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"CC.NO.SRC\",\"name\":\"Control
of Corruption: Number of Sources\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"capture\\\" of the
state by elites and private interests. \",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"CC.PER.RNK\",\"name\":\"Control
of Corruption: Percentile Rank\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"capture\\\" of the
state by elites and private interests. \",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"CC.PER.RNK.LOWER\",\"name\":\"Control
of Corruption: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"capture\\\" of the
state by elites and private interests. 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.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"CC.PER.RNK.UPPER\",\"name\":\"Control
of Corruption: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"capture\\\" of the
state by elites and private interests. 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.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"CC.STD.ERR\",\"name\":\"Control
of Corruption: Standard Error\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Control of Corruption captures perceptions
of the extent to which public power is exercised for private gain, including
both petty and grand forms of corruption, as well as \\\"capture\\\" of the
state by elites and private interests. \",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"ccx_agr_pop_eld\",\"name\":\"Share
of employed in agriculture - elderly\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_fem\",\"name\":\"Share of employed
in agriculture - female\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_mal\",\"name\":\"Share of employed
in agriculture - male\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_rur\",\"name\":\"Share of employed
in agriculture - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_tot\",\"name\":\"Share of employed
in agriculture -total population\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_urb\",\"name\":\"Share of employed
in agriculture - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_wrk\",\"name\":\"Share of employed
in agriculture - working age\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_agr_pop_you\",\"name\":\"Share of employed
in agriculture - youth\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_chi_pop_fem\",\"name\":\"Share of children
(0-14) in total population - female\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_chi_pop_mal\",\"name\":\"Share of children
(0-14) in total population - male\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_chi_pop_rur\",\"name\":\"Share of children
(0-14) in total population - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_chi_pop_tot\",\"name\":\"Share of children
(0-14) in total population \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_chi_pop_urb\",\"name\":\"Share of children
(0-14) in total population - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_cores_pop_fem\",\"name\":\"Elderly with
non-elderly co-residence rate - female\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_cores_pop_mal\",\"name\":\"Elderly with
non-elderly co-residence rate - male\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_cores_pop_rur\",\"name\":\"Elderly with
non-elderly co-residence rate - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_cores_pop_tot\",\"name\":\"Elderly with
non-elderly co-residence rate - total population\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_cores_pop_urb\",\"name\":\"Elderly with
non-elderly co-residence rate - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_dep_pop_fem\",\"name\":\"Dependency
rate - female\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_dep_pop_mal\",\"name\":\"Dependency
rate - male\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_dep_pop_rur\",\"name\":\"Dependency
rate - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_dep_pop_tot\",\"name\":\"Dependency
rate - total population\",\"source\":{\"id\":\"29\",\"value\":\"Global Social
Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The Atlas of
Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_dep_pop_urb\",\"name\":\"Dependency
rate - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_eld_pop_fem\",\"name\":\"Share of elderly
(60+) in total population - female\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_wka_pop_urb\",\"name\":\"Share of working
age (25-59) in total population - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_yaurr_pop_fem\",\"name\":\"Youth to
adult unemployment rate - female\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_yaurr_pop_mal\",\"name\":\"Youth to
adult unemployment rate - male\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_yaurr_pop_rur\",\"name\":\"Youth to
adult unemployment rate - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_yaurr_pop_tot\",\"name\":\"Youth to
adult unemployment rate in total population\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_yaurr_pop_urb\",\"name\":\"Youth to
adult unemployment rate - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_you_pop_fem\",\"name\":\"Share of youth
(15-24) in total population - female\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_you_pop_mal\",\"name\":\"Share of youth
(15-24) in total population - male\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_you_pop_rur\",\"name\":\"Share of youth
(15-24) in total population - rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_you_pop_tot\",\"name\":\"Share of youth
(15-24) in total population \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"ccx_you_pop_urb\",\"name\":\"Share of youth
(15-24) in total population - urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"CHICKEN\",\"name\":\"Meat, chicken, cents\\/kg,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Meat, sheep (New Zealand), frozen whole carcasses
Prime Medium (PM) wholesale, Smithfield, London beginning January 2006; previously
Prime Light (PL)\",\"sourceOrganization\":\"US Department of Agriculture;
Bloomberg; World Bank.\",\"topics\":[]},{\"id\":\"CM.MKT.INDX.ZG\",\"name\":\"S&P
Global Equity Indices (annual % change)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"S&P Global Equity Indices measure
the U.S. dollar price change in the stock markets covered by the S&P\\/IFCI
and S&P\\/Frontier BMI country indices.\",\"sourceOrganization\":\"Standard
& Poor's, Global Stock Markets Factbook and supplemental S&P data.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"CM.MKT.LCAP.CD\",\"name\":\"Market capitalization of
listed domestic companies (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Market capitalization (also known
as market value) is the share price times the number of shares outstanding
(including their several classes) for listed domestic companies. Investment
funds, unit trusts, and companies whose only business goal is to hold shares
of other listed companies are excluded. Data are end of year values converted
to U.S. dollars using corresponding year-end foreign exchange rates.\",\"sourceOrganization\":\"World
Federation of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"CM.MKT.LCAP.GD.ZS\",\"name\":\"Market capitalization
of listed domestic companies (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Market capitalization (also known
as market value) is the share price times the number of shares outstanding
(including their several classes) for listed domestic companies. Investment
funds, unit trusts, and companies whose only business goal is to hold shares
of other listed companies are excluded. Data are end of year values.\",\"sourceOrganization\":\"World
Federation of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"CM.MKT.LDOM.NO\",\"name\":\"Listed domestic companies,
total\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Listed
domestic companies, including foreign companies which are exclusively listed,
are those which have shares listed on an exchange at the end of the year.
Investment funds, unit trusts, and companies whose only business goal is to
hold shares of other listed companies, such as holding companies and investment
companies, regardless of their legal status, are excluded. A company with
several classes of shares is counted once. Only companies admitted to listing
on the exchange are included.\",\"sourceOrganization\":\"World Federation
of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"CM.MKT.TRAD.CD\",\"name\":\"Stocks traded, total value (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"The
value of shares traded is the total number of shares traded, both domestic
and foreign, multiplied by their respective matching prices. Figures are single
counted (only one side of the transaction is considered). Companies admitted
to listing and admitted to trading are included in the data. Data are end
of year values converted to U.S. dollars using corresponding year-end foreign
exchange rates.\",\"sourceOrganization\":\"World Federation of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"CM.MKT.TRAD.GD.ZS\",\"name\":\"Stocks traded, total
value (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The value of shares traded is the total number
of shares traded, both domestic and foreign, multiplied by their respective
matching prices. Figures are single counted (only one side of the transaction
is considered). Companies admitted to listing and admitted to trading are
included in the data. Data are end of year values.\",\"sourceOrganization\":\"World
Federation of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"CM.MKT.TRNR\",\"name\":\"Stocks traded, turnover ratio
of domestic shares (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Turnover ratio is the value of domestic shares
traded divided by their market capitalization. The value is annualized by
multiplying the monthly average by 12.\",\"sourceOrganization\":\"World Federation
of Exchanges database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"COAL_AUS\",\"name\":\"Coal, Australia, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Coal (Australia), thermal,
f.o.b. piers, Newcastle\\/Port Kembla, 6,300 kcal\\/kg (11,340 btu\\/lb),
less than 0.8%, sulfur 13% ash beginning January 2002; previously 6,667 kcal\\/kg
(12,000 btu\\/lb), less than 1.0% sulfur, 14% ash\",\"sourceOrganization\":\"Coal
Week International; Coal Week; World Bank.\",\"topics\":[]},{\"id\":\"COAL_COL\",\"name\":\"Coal,
Colombian, $\\/mt, nominal$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"COAL_SAFRICA\",\"name\":\"Coal,
South African, $\\/mt, nominal$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"COCOA\",\"name\":\"Cocoa,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Cocoa (ICCO), International
Cocoa Organization daily price, average of the first three positions on the
terminal markets of New York and London, nearest three future trading months.\",\"sourceOrganization\":\"International
Cocoa Organization Secretariat; World Bank.\",\"topics\":[]},{\"id\":\"COCONUT_OIL\",\"name\":\"Coconut
oil, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Coconut oil (Philippines\\/Indonesia),
bulk, c.i.f. Rotterdam\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil World;
US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"COFFEE_ARABIC\",\"name\":\"Coffee,
Arabica, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Coffee (ICO), International
Coffee Organization indicator price, other mild Arabicas, average New York
and Bremen\\/Hamburg markets, ex-dock\",\"sourceOrganization\":\"International
Coffee Organization; Thomson Reuters Datastream; Complete Coffee Coverage;
World Bank.\",\"topics\":[]},{\"id\":\"COFFEE_ROBUS\",\"name\":\"Coffee, Robusta,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Coffee (ICO), International
Coffee Organization indicator price, Robustas, average New York and Le Havre\\/Marseilles
markets, ex-dock\",\"sourceOrganization\":\"International Coffee Organization;
Thomson Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"COPPER\",\"name\":\"Copper,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Copper (LME), grade A, minimum 99.9935%
purity, cathodes and wire bar shapes, settlement price\",\"sourceOrganization\":\"Platts
Metals Week, Engineering and Mining Journal; Thomson Reuters Datastream; World
Bank.\",\"topics\":[]},{\"id\":\"COPRA\",\"name\":\"Copra, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Copra (Philippines\\/Indonesia),
bulk, c.i.f. N.W. Europe\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil
World; US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"COTTON_A_INDX\",\"name\":\"Cotton,
A Index, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Cotton (Cotton Outlook
\\\"CotlookA index\\\"), middling 1-3\\/32 inch, traded in Far East, C\\/F
beginning 2006; previously Northern Europe, c.i.f.\",\"sourceOrganization\":\"Cotton
Outlook; International Cotton Advisory Committee; Liverpool Cotton Services
Ltd.; World Bank.\",\"topics\":[]},{\"id\":\"CPTOTNSXN\",\"name\":\"CPI Price,
nominal\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic Monitor\"},\"sourceNote\":\"The
consumer price index reflects the change in prices for the average consumer
of a constant basket of consumer goods. Data is not seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"CPTOTNSXNZGY\",\"name\":\"CPI
Price, % y-o-y, nominal\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic
Monitor\"},\"sourceNote\":\"The consumer price index reflects the change in
prices for the average consumer of a constant basket of consumer goods. Data
is in nominal percentage terms, measured on a year-on-year basis, and not
seasonally adjusted.\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream data.\",\"topics\":[]},{\"id\":\"CPTOTSAXMZGY\",\"name\":\"CPI
Price, % y-o-y, median weighted, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Median inflation rate calculated for
geographical aggregates (regions, world, etc) of the annual percent change
of the CPI. Data is seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"CPTOTSAXN\",\"name\":\"CPI
Price, nominal, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The consumer price index reflects the
change in prices for the average consumer of a constant basket of consumer
goods. Data is in nominal terms and seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"CPTOTSAXNZGY\",\"name\":\"CPI
Price, % y-o-y, nominal, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The consumer price index reflects the
change in prices for the average consumer of a constant basket of consumer
goods. Data is in nominal percentage terms, measured on a year-on-year basis,
and seasonally adjusted.\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream data.\",\"topics\":[]},{\"id\":\"CRUDE_BRENT\",\"name\":\"Crude
oil, Brendt, $\\/bbl, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Crude oil, U.K. Brent
38` API, f.o.b. U.K ports, spot price\",\"sourceOrganization\":\"Bloomberg;
World Bank.\",\"topics\":[]},{\"id\":\"CRUDE_DUBAI\",\"name\":\"Crude oil,
Dubai, $\\/bbl, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Crude oil, Dubai Fateh 32` API,
f.o.b. Dubai, spot price\",\"sourceOrganization\":\"Bloomberg; World Bank.\",\"topics\":[]},{\"id\":\"CRUDE_PETRO\",\"name\":\"Crude
oil, avg, spot, $\\/bbl, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Crude oil, average
spot price of Brent, Dubai and West Texas Intermediate, equally weighed\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"CRUDE_WTI\",\"name\":\"Crude oil, WTI, $\\/bbl,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Crude oil, West Texas Intermediate (WTI) 40`
API, f.o.b. Midland Texas, spot price\",\"sourceOrganization\":\"Bloomberg;
World Bank.\",\"topics\":[]},{\"id\":\"D1i\",\"name\":\"63.Product Entry Rate
of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter Dynamics
Database: Country-Year\"},\"sourceNote\":\"Exporter-level information on export
transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D1ii\",\"name\":\"64.Product
Entry Rate of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D1iii\",\"name\":\"65.Product
Entry Rate of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D2i\",\"name\":\"66.Product
Entry Rate of Survivors: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D2ii\",\"name\":\"67.Product
Entry Rate of Survivors: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D2iii\",\"name\":\"68.Product
Entry Rate of Survivors: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D3i\",\"name\":\"69.Share
of New Products in TEV of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D3ii\",\"name\":\"70.Share
of New Products in TEV of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D3iii\",\"name\":\"71.Share
of New Products in TEV of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D4i\",\"name\":\"72.Share
of New Products in TEV of Survivors: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D4ii\",\"name\":\"73.Share
of New Products in TEV of Survivors: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D4iii\",\"name\":\"74.Share
of New Products in TEV of Survivors: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D5i\",\"name\":\"75.Product
Exit Rate of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D5ii\",\"name\":\"76.Product
Exit Rate of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D5iii\",\"name\":\"77.Product
Exit Rate of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D6i\",\"name\":\"78.Product
Survival Rate of 2-year Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D6ii\",\"name\":\"79.Product
Survival Rate of 2-year Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"D6iii\",\"name\":\"80.Product
Survival Rate of 2-year Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DAK.AGR.CR\",\"name\":\"Total
Specific Allocation Grant for Agriculture (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.EDU.CR\",\"name\":\"Total
Specific Allocation Grant for Education (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.ENVR.CR\",\"name\":\"Total
Specific Allocation Grant for Environment (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.FRST.CR\",\"name\":\"Total
Specific Allocation Grant for Forestry (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.FSH.CR\",\"name\":\"Total
Specific Allocation Grant for Fishery (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.GOVT.CR\",\"name\":\"Total
Specific Allocation Grant for Government Sector (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.HE.BSRV.CR\",\"name\":\"Total
Specific Allocation Grant for Health Sector (Subsect: Basic Services) (in
IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.HE.CR\",\"name\":\"Total
Specific Allocation Grant for Health (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.HE.RSRV.CR\",\"name\":\"Total
Specific Allocation Grant for Health Sector (Subsect: Recommended Services)
(in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.INFR.CR\",\"name\":\"Total
Specific Allocation Grant for Infrastructure (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.INFR.H2O.CR\",\"name\":\"Total
Specific Allocation Grant for Infrastructure Sector (Subsect: Water) (in IDR
Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.INFR.IRIG.CR\",\"name\":\"Total
Specific Allocation Grant for Infrastructure Sector (Subsect: Irrigation)
(in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.INFR.ROD.CR\",\"name\":\"Total
Specific Allocation Grant for Infrastructure Sector (Subsect: Road) (in IDR
Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.POP.CR\",\"name\":\"Total
Specific Allocation Grant for Demographic (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.TRAD.CR\",\"name\":\"Total
Specific Allocation Grant for Trade (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAK.VILG.CR\",\"name\":\"Total
Specific Allocation Grant for Village (in IDR Billion)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Ministry of Finance Regulation\",\"topics\":[]},{\"id\":\"DAP\",\"name\":\"DAP,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"DAP (diammonium phosphate), standard
size, bulk, spot, f.o.b. US Gulf\",\"sourceOrganization\":\"Fertilizer Week;
Fertilizer International; World Bank.\",\"topics\":[]},{\"id\":\"db_approve_1_dismiss\",\"name\":\"Third-party
approval if 1 worker is dismissed?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is third-party approval required
if 1 worker is dismissed? (Yes=1; No=0)\",\"sourceOrganization\":\"World Bank,
Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_approvie_9_dismiss\",\"name\":\"Third-party
approval if 9 workers are dismissed?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is third-party approval required
if 9 workers are dismissed? (Yes=1; No=0)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"DB_ft_prohib_perm\",\"name\":\"Fixed-term
contracts prohibited for permanent tasks?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Are fixed-term contracts prohibited
for permanent tasks (Yes=1; No=0)\",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_max_hr_day\",\"name\":\"Maximum
working days per week\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge
Platform\"},\"sourceNote\":\"Maximum working days per week\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"DB_mw_19apprentice\",\"name\":\"Minimum
wage for a 19-year old worker or an apprentice (US$\\/month)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Minimum wage for a 19-year old
worker or an apprentice (US$\\/month)\",\"sourceOrganization\":\"World Bank,
Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_mw_val\",\"name\":\"Ratio
of minimum wage to value added per worker\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Ratio of minimum wage to value
added per worker.\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_notice_20yr\",\"name\":\"Notice
period for redundancy dismissal (for a worker with 20 years of tenure, in
salary weeks)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge Platform\"},\"sourceNote\":\"Notice
period for redundancy dismissal (for a worker with 20 years of tenure, in
salary weeks)\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_notice_5yr\",\"name\":\"Notice
period for redundancy dismissal (for a worker with 5 years of tenure, in salary
weeks)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge Platform\"},\"sourceNote\":\"Notice
period for redundancy dismissal (for a worker with 5 years of tenure, in salary
weeks)\",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_notify_1_dismiss\",\"name\":\"Third-party
notification if 1 worker is dismissed?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is third-party notification required
if 1 worker is dismissed? (Yes=1; No=0)\",\"sourceOrganization\":\"World Bank,
Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_notify_9_dismiss\",\"name\":\"Third-party
notification if 9 workers are dismissed?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is third-party notification required
if 9 workers are dismissed? (Yes=1; No=0)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_paid_vacation_20yr\",\"name\":\"Paid
annual leave for a worker with 20 years of tenure (in working days)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Paid annual leave for a worker
with 20 years of tenure (in working days)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_paid_vacation_5yr\",\"name\":\"Paid
annual leave for a worker with 5 years of tenure (in working days)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Paid annual leave for a worker
with 5 years of tenure (in working days)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_prem_night_wk\",\"name\":\"Premium
for night work (% of hourly pay) in case of continuous operations\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is there a required premium for
night work (% of hourly pay) in case of continuous operations? (Yes=1; No=0)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_prem_wkend\",\"name\":\"Premium
for work on weekly rest day (% of hourly pay) in case of continuous operations\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is there a required premium for
work on weekly rest day (% of hourly pay) in case of continuous operations?
(Yes=1; No=0)\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_priority_redundancies\",\"name\":\"Priority
rules for redundancies?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge
Platform\"},\"sourceNote\":\"Are there priority rules for redundancies? (Yes=1;
No=0)\",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_retrain_before_fire\",\"name\":\"Retraining
or reassignment obligation before redundancy?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Is retraining or reassignment obligation
before redundancy? (Yes=1; No=0)\",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_sev_pau_20yr\",\"name\":\"Weeks
of severance pay for redundancy of experienced workers\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Severance pay for redundancy dismissal
(for a worker with 20 years of tenure, in salary weeks)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"db_sev_pay_5yr\",\"name\":\"Severance
pay for redundancy dismissal (for a worker with 5 years of tenure, in salary
weeks)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge Platform\"},\"sourceNote\":\"Severance
pay for redundancy dismissal (for a worker with 5 years of tenure, in salary
weeks)\",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"DC.DAC.AUSL.CD\",\"name\":\"Net
bilateral aid flows from DAC donors, Australia (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.AUTL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Austria (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.BELL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Belgium (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.CANL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Canada (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.CECL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, European Union institutions (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.CHEL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Switzerland (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.CZEL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Czech Republic (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid Effectiveness \"}]},{\"id\":\"DC.DAC.DEUL.CD\",\"name\":\"Net
bilateral aid flows from DAC donors, Germany (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.DNKL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Denmark (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.ESPL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Spain (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.FINL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Finland (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.FRAL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, France (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.GBRL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, United Kingdom (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.GRCL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Greece (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.IRLL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Ireland (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.ISLL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Iceland (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.ITAL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Italy (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.JPNL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Japan (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.KORL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Korea, Rep. (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.LUXL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Luxembourg (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.NLDL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Netherlands (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.NORL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Norway (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.NZLL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, New Zealand (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.POLL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Poland (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.PRTL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Portugal (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.SVKL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Slovak Republic (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.SVNL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Slovenia (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.SWEL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Sweden (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.TOTL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, Total (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.DAC.USAL.CD\",\"name\":\"Net bilateral aid
flows from DAC donors, United States (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net bilateral aid flows from DAC
donors are the net disbursements of official development assistance (ODA)
or official aid from the members of the Development Assistance Committee (DAC).
Net disbursements are gross disbursements of grants and loans minus repayments
of principal on earlier loans. ODA consists of loans made on concessional
terms (with a grant element of at least 25 percent, calculated at a rate of
discount of 10 percent) and grants made to promote economic development and
welfare in countries and territories in the DAC list of ODA recipients. Official
aid refers to aid flows 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. DAC members are Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands,
New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden,
Switzerland, United Kingdom, United States, and European Union Institutions.
Regional aggregates include data for economies not specified elsewhere. World
and income group totals include aid not allocated by country or region. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DC.ODA.SOCL.ZS\",\"name\":\"Bilateral, sector-allocable
ODA to basic social services (% of bilateral ODA commitments)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Bilateral official development assistance
(ODA) commitments are firm obligations, expressed in writing and backed by
the necessary funds, undertaken by official bilateral donors to provide specified
assistance to a recipient country or a multilateral organization. Bilateral
commitments are recorded in the full amount of expected transfer, irrespective
of the time required for completing disbursements. Total sector-allocable
aid is the sum of aid that can be assigned to specific sectors or multisector
activities. Basic social services consists of, primary education, basic life
skills for youth and adults and early childhood education, basic health care,
basic health infrastructure, basic nutrition, infectious disease control,
health education and health personnel development, population policy and administrative
management, reproductive health care, family planning, sexually transmitted
disease (STD) control including HIV\\/AIDS, personnel development (population
& reproductive health), basic drinking water supply and basic sanitation,
and multi-sector aid for basic social services.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.TLDC.CD\",\"name\":\"Net ODA provided,
to the least developed countries (current US$)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Net Official development assistance
(ODA) comprises grants or loans to developing countries and territories on
the OECD\\/DAC list of aid recipients that are undertaken by the official
sector with promotion of economic development and welfare as the main objective
and at concessional financial terms. The list of least developed countries
(LDCs) has been agreed by the General Assembly, on the recommendation of the
Committee for Development Policy, Economic and Social Council.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.TLDC.GN.ZS\",\"name\":\"Net ODA provided
to the least developed countries (% of GNI)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Net Official development assistance
(ODA) comprises grants or loans to developing countries and territories on
the OECD\\/DAC list of aid recipients that are undertaken by the official
sector with promotion of economic development and welfare as the main objective
and at concessional financial terms. The list of least developed countries
(LDCs) has been agreed by the General Assembly, on the recommendation of the
Committee for Development Policy, Economic and Social Council. Series is shown
as a share of donors' GNI.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.TOTL.CD\",\"name\":\"Net ODA provided,
total (current US$)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"Net Official development assistance (ODA) comprises
grants or loans to developing countries and territories on the OECD\\/DAC
list of aid recipients that are undertaken by the official sector with promotion
of economic development and welfare as the main objective and at concessional
financial terms.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.TOTL.GN.ZS\",\"name\":\"Net ODA provided,
total (% of GNI)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"Net Official development assistance (ODA) comprises
grants or loans to developing countries and territories on the OECD\\/DAC
list of aid recipients that are undertaken by the official sector with promotion
of economic development and welfare as the main objective and at concessional
financial terms. It is shown as a share of donors' GNI.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.TOTL.KD\",\"name\":\"Net ODA provided,
total (constant 2013 US$)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Net Official development assistance
(ODA) comprises grants or loans to developing countries and territories on
the OECD\\/DAC list of aid recipients that are undertaken by the official
sector with promotion of economic development and welfare as the main objective
and at concessional financial terms. Data are in constant 2009 U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DC.ODA.UNTD.ZS\",\"name\":\"Bilateral ODA
commitments that is untied (% of bilateral ODA commitments)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Bilateral official development assistance
(ODA) commitments are firm obligations, expressed in writing and backed by
the necessary funds, undertaken by official bilateral donors to provide specified
assistance to a recipient country or a multilateral organization. Bilateral
commitments are recorded in the full amount of expected transfer, irrespective
of the time required for completing disbursements. Untied bilateral official
development assistance is assistance from country to country for which the
associated goods and services may be fully and freely procured in substantially
all countries.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DMGSRMRCHNSCD\",\"name\":\"Imports Merchandise,
Customs, current US$, millions\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) imports, cost, insurance
and freight basis (c.i.f.), in current US$ millions, not seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DMGSRMRCHNSKD\",\"name\":\"Imports
Merchandise, Customs, constant US$, millions\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) imports, cost, insurance
and freight basis (c.i.f.), in constant US$ millions, not seasonally adjusted.
The base year is 2005.\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DMGSRMRCHNSXD\",\"name\":\"Imports
Merchandise, Customs, Price, US$\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The price index of Merchandise (goods)
imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions,
not seasonally adjusted. The base year is 2005.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DMGSRMRCHSACD\",\"name\":\"Imports
Merchandise, Customs, current US$, millions, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) imports, cost, insurance
and freight basis (c.i.f.), in current US$ millions, seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DMGSRMRCHSAKD\",\"name\":\"Imports
Merchandise, Customs, constant US$, millions, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) exports, cost, insurance
and freight basis (c.i.f.), in constant US$ millions, seasonally adjusted.
The base year is 2005.\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DMGSRMRCHSAXD\",\"name\":\"Imports
Merchandise, Customs, Price, US$, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The price index of Merchandise (goods)
imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions,
seasonally adjusted. The base year is 2005.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.BC\",\"name\":\"316.Gross
Budg. Central Govt. Public Sector Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.BC.CD\",\"name\":\"092.Gross
Budg. Central Govt. Public Sector Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.BC.Z1\",\"name\":\"540.Gross
Budg. Central Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.CG\",\"name\":\"284.Central
Govt. Public Sector Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.CG.CD\",\"name\":\"060.Central
Govt. Public Sector Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.CG.Z1\",\"name\":\"508.Central
Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.FC\",\"name\":\"380.Gross
Financial Public Corporations Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.FC.CD\",\"name\":\"156.Gross
Financial Public Corporations Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.FC.Z1\",\"name\":\"604.Gross
Financial Public Corporations Debt, Domestic creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.GG\",\"name\":\"252.General
Govt. Public Sector Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.GG.CD\",\"name\":\"028.General
Govt. Public Sector Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.GG.Z1\",\"name\":\"476.General
Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.NF\",\"name\":\"348.Gross
Nonfinancial Public Corporations Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.NF.CD\",\"name\":\"124.Gross
Nonfinancial Public Corporations Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.NF.Z1\",\"name\":\"572.Gross
Nonfinancial Public Corporations Debt, Domestic creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.PS\",\"name\":\"412.Gross
Public Sector Debt, Domestic creditors\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECD.CR.PS.CD\",\"name\":\"188.Gross
Public Sector Debt, Domestic creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.BC\",\"name\":\"319.Gross
Budg. Central Govt. Public Sector Debt, Foreign currency\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.BC.CD\",\"name\":\"095.Gross
Budg. Central Govt. Public Sector Debt, Foreign currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.BC.Z1\",\"name\":\"543.Gross
Budg. Central Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.CG\",\"name\":\"287.Central
Govt. Public Sector Debt, Foreign currency\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.CG.CD\",\"name\":\"063.Central
Govt. Public Sector Debt, Foreign currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.CG.Z1\",\"name\":\"511.Central
Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.FC\",\"name\":\"383.Gross
Financial Public Corporations Debt, Foreign currency\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.FC.CD\",\"name\":\"159.Gross
Financial Public Corporations Debt, Foreign currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.FC.Z1\",\"name\":\"607.Gross
Financial Public Corporations Debt, Foreign currency(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.GG\",\"name\":\"255.General
Govt. Public Sector Debt, Foreign currency\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.GG.CD\",\"name\":\"031.General
Govt. Public Sector Debt, Foreign currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.GG.Z1\",\"name\":\"479.General
Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.NF\",\"name\":\"351.Gross
Nonfinancial Public Corporations Debt, Foreign currency\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.NF.CD\",\"name\":\"127.Gross
Nonfinancial Public Corporations Debt, Foreign currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.NF.Z1\",\"name\":\"575.Gross
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECF.CR.PS\",\"name\":\"415.Gross
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.CG\",\"name\":\"286.Central
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.CG.Z1\",\"name\":\"510.Central
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.FC\",\"name\":\"382.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.FC.CD\",\"name\":\"158.Gross
Financial Public Corporations Debt, Domestic currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.FC.Z1\",\"name\":\"606.Gross
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.GG\",\"name\":\"254.General
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.NF\",\"name\":\"350.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.NF.CD\",\"name\":\"126.Gross
Nonfinancial Public Corporations Debt, Domestic currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.NF.Z1\",\"name\":\"574.Gross
Nonfinancial Public Corporations Debt, Domestic currency(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECN.CR.PS\",\"name\":\"414.Gross
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Public Sector Debt, Domestic currency US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.BC\",\"name\":\"289.Gross
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Budgetary Central Government Debt (PSDCGGB) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.BC.Z1\",\"name\":\"513.Gross
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.CG\",\"name\":\"257.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.CG.CD\",\"name\":\"033.Gross
Central Government Debt (PSDCG) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.CG.Z1\",\"name\":\"481.Gross
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.FC\",\"name\":\"353.Gross
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Financial Public Corporations Debt (PSDFPC) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.FC.Z1\",\"name\":\"577.Gross
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.GG\",\"name\":\"225.General
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.GG.Z1\",\"name\":\"449.General
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.NF\",\"name\":\"321.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.NF.CD\",\"name\":\"097.Gross
Nonfinancial Public Corporations Debt (PSDNFPC) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.NF.Z1\",\"name\":\"545.Gross
Nonfinancial Public Corporations Debt (PSDNFPC)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.PS\",\"name\":\"385.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECT.CR.PS.CD\",\"name\":\"161.Gross
Public Sector Debt (PSDT) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.BC\",\"name\":\"317.Gross
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Budg. Central Govt. Public Sector Debt, External creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.BC.Z1\",\"name\":\"541.Gross
Budg. Central Govt. Public Sector Debt, External creditors(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.CG\",\"name\":\"285.Central
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.CG.CD\",\"name\":\"061.Central
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.FC\",\"name\":\"381.Gross
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.FC.CD\",\"name\":\"157.Gross
Financial Public Corporations Debt, External creditors US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.GG\",\"name\":\"253.General
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.NF\",\"name\":\"349.Gross
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DECX.CR.PS\",\"name\":\"413.Gross
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLCD.CR.CG\",\"name\":\"279.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLCD.CR.FC\",\"name\":\"375.Currency
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is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLCD.CR.GG\",\"name\":\"247.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLCD.CR.L1.CG\",\"name\":\"266.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLCD.CR.L1.GG\",\"name\":\"234.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
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is the International Finance Statistics quarterly database of the IMF, annualized
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is the International Finance Statistics quarterly database of the IMF, annualized
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is the International Finance Statistics quarterly database of the IMF, annualized
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is the International Finance Statistics quarterly database of the IMF, annualized
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is the International Finance Statistics quarterly database of the IMF, annualized
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Gross Domestic Product (GDP) data in national currency, at current prices,
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is the International Finance Statistics quarterly database of the IMF, annualized
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International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.FC\",\"name\":\"377.Loans
(PSDFPC)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.FC.CD\",\"name\":\"153.Loans
(PSDFPC) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.FC.Z1\",\"name\":\"601.Loans
(PSDFPC)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.GG\",\"name\":\"249.Loans
(PSDGG, LT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.GG.CD\",\"name\":\"025.Loans
(PSDGG) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.GG.Z1\",\"name\":\"473.Loans
(PSDGG, LT)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.BC\",\"name\":\"300.Loans
(PSDCGGB, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.BC.CD\",\"name\":\"076.Loans
(PSDCGGB, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.BC.Z1\",\"name\":\"524.Loans
(PSDCGGB, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.CG\",\"name\":\"268.Loans
(PSDCG, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.CG.CD\",\"name\":\"044.Loans
(PSDCG, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.CG.Z1\",\"name\":\"492.Loans
(PSDCG, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.FC\",\"name\":\"364.Loans
(PSDFPC, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.FC.CD\",\"name\":\"140.Loans
(PSDFPC, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.FC.Z1\",\"name\":\"588.Loans
(PSDFPC, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.GG\",\"name\":\"236.Loans
(PSDGG, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.GG.CD\",\"name\":\"012.Loans
(PSDGG, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.GG.Z1\",\"name\":\"460.Loans
(PSDGG, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.NF\",\"name\":\"332.Loans
(PSDNFPC, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.NF.CD\",\"name\":\"108.Loans
(PSDNFPC, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.NF.Z1\",\"name\":\"556.Loans
(PSDNFPC, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.PS\",\"name\":\"396.Loans
(PSDT, LT,<1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.L1.PS.CD\",\"name\":\"172.Loans
(PSDT, LT,<1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.BC\",\"name\":\"307.Loans
(PSDCGGB, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.BC.CD\",\"name\":\"083.Loans
(PSDCGGB, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.BC.Z1\",\"name\":\"531.Loans
(PSDCGGB, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.CG\",\"name\":\"275.Loans
(PSDCG, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.CG.CD\",\"name\":\"051.Loans
(PSDCG, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.CG.Z1\",\"name\":\"499.Loans
(PSDCG, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.FC\",\"name\":\"371.Loans
(PSDFPC, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.FC.CD\",\"name\":\"147.Loans
(PSDFPC, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.FC.Z1\",\"name\":\"595.Loans
(PSDFPC, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.GG\",\"name\":\"243.Loans
(PSDGG, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.GG.CD\",\"name\":\"019.Loans
(PSDGG, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.GG.Z1\",\"name\":\"467.Loans
(PSDGG, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.NF\",\"name\":\"339.Loans
(PSDNFPC, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.NF.CD\",\"name\":\"115.Loans
(PSDNFPC, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.NF.Z1\",\"name\":\"563.Loans
(PSDNFPC, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.PS\",\"name\":\"403.Loans
(PSDT, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.M1.PS.CD\",\"name\":\"179.Loans
(PSDT, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.NF\",\"name\":\"345.Loans
(PSDNFPC)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.NF.CD\",\"name\":\"121.Loans
(PSDNFPC) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.NF.Z1\",\"name\":\"569.Loans
(PSDNFPC)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.PS\",\"name\":\"409.Loans
(PSDT, LT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLLO.CR.PS.CD\",\"name\":\"185.Loans
(PSDT) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.BC\",\"name\":\"315.Other
accounts payable (PSDCGGB)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.BC.CD\",\"name\":\"091.Other
accounts payable (PSDCGGB) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.BC.Z1\",\"name\":\"539.Other
accounts payable (PSDCGGB)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.CG\",\"name\":\"283.Other
accounts payable (PSDCG)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.CG.CD\",\"name\":\"059.Other
accounts payable (PSDCG) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.CG.Z1\",\"name\":\"507.Other
accounts payable (PSDCG)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.FC\",\"name\":\"379.Other
accounts payable (PSDFPC)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.FC.CD\",\"name\":\"155.Other
accounts payable (PSDFPC) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.FC.Z1\",\"name\":\"603.Other
accounts payable (PSDFPC)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.GG\",\"name\":\"251.Other
accounts payable (PSDGG, LT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.GG.CD\",\"name\":\"027.Other
accounts payable (PSDGG) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.GG.Z1\",\"name\":\"475.Other
accounts payable (PSDGG, LT)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.BC\",\"name\":\"302.Other
accounts payable (PSDCGGB, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.BC.CD\",\"name\":\"078.Other
accounts payable (PSDCGGB, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.BC.Z1\",\"name\":\"526.Other
accounts payable (PSDCGGB, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.CG\",\"name\":\"270.Other
accounts payable (PSDCG, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.CG.CD\",\"name\":\"046.Other
accounts payable (PSDCG, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.CG.Z1\",\"name\":\"494.Other
accounts payable (PSDCG, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.FC\",\"name\":\"366.Other
accounts payable (PSDFPC, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.FC.CD\",\"name\":\"142.Other
accounts payable (PSDFPC, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.FC.Z1\",\"name\":\"590.Other
accounts payable (PSDFPC, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.GG\",\"name\":\"238.Other
accounts payable (PSDGG, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.GG.CD\",\"name\":\"014.Other
accounts payable (PSDGG, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.GG.Z1\",\"name\":\"462.Other
accounts payable (PSDGG, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.NF\",\"name\":\"334.Other
accounts payable (PSDNFPC, LT, <1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.NF.CD\",\"name\":\"110.Other
accounts payable (PSDNFPC, LT, <1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.NF.Z1\",\"name\":\"558.Other
accounts payable (PSDNFPC, LT, <1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.PS\",\"name\":\"398.Other
accounts payable (PSDT, LT,<1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.L1.PS.CD\",\"name\":\"174.Other
accounts payable (PSDT, LT,<1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.BC\",\"name\":\"309.Other
accounts payable (PSDCGGB, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.BC.CD\",\"name\":\"085.Other
accounts payable (PSDCGGB, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.BC.Z1\",\"name\":\"533.Other
accounts payable (PSDCGGB, LT, >1yr)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.CG\",\"name\":\"277.Other
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.FC\",\"name\":\"373.Other
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.GG\",\"name\":\"245.Other
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.NF\",\"name\":\"341.Other
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.M1.PS\",\"name\":\"405.Other
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.NF\",\"name\":\"347.Other
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLOA.CR.PS\",\"name\":\"411.Other
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.BC\",\"name\":\"310.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.CG\",\"name\":\"278.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.FC\",\"name\":\"374.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.GG\",\"name\":\"246.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.BC\",\"name\":\"304.Special
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.CG\",\"name\":\"272.Special
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is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.FC\",\"name\":\"368.Special
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.GG\",\"name\":\"240.Special
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.NF\",\"name\":\"336.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.M1.PS\",\"name\":\"400.Special
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLSD.CR.PS\",\"name\":\"406.Special
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.CG\",\"name\":\"264.Long-term,
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.FC\",\"name\":\"360.Long-term,
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.GG\",\"name\":\"232.Long-term,
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.BC\",\"name\":\"297.With
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.CG\",\"name\":\"265.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.FC\",\"name\":\"361.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.GG\",\"name\":\"233.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.GG.Z1\",\"name\":\"457.With
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.NF\",\"name\":\"329.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.NF.CD\",\"name\":\"105.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.NF.Z1\",\"name\":\"553.With
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.PS\",\"name\":\"393.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.L1.PS.CD\",\"name\":\"169.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.BC\",\"name\":\"303.With
payment due in more than one year (PSDCGGB, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.BC.CD\",\"name\":\"079.With
payment due in more than one year (PSDCGGB, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.BC.Z1\",\"name\":\"527.With
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Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.CG\",\"name\":\"271.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.CG.CD\",\"name\":\"047.With
payment due in more than one year (PSDCG, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.CG.Z1\",\"name\":\"495.With
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Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.FC\",\"name\":\"367.With
payment due in more than one year (PSDFPC, LT, >1yr)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.FC.CD\",\"name\":\"143.With
payment due in more than one year (PSDFPC, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.FC.Z1\",\"name\":\"591.With
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Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.GG\",\"name\":\"239.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.GG.CD\",\"name\":\"015.With
payment due in more than one year (PSDGG, LT, >1yr) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.GG.Z1\",\"name\":\"463.With
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.NF\",\"name\":\"335.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.NF.CD\",\"name\":\"111.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.NF.Z1\",\"name\":\"559.With
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.PS\",\"name\":\"399.With
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.M1.PS.CD\",\"name\":\"175.With
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.NF\",\"name\":\"328.Long-term,
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by original maturity (PSDNFPC, LT) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.NF.Z1\",\"name\":\"552.Long-term,
by original maturity (PSDNFPC, LT)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DLTC.CR.PS\",\"name\":\"392.Long-term,
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.BC\",\"name\":\"291.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.BC.Z1\",\"name\":\"515.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.CG\",\"name\":\"259.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.CG.Z1\",\"name\":\"483.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.FC\",\"name\":\"355.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.FC.Z1\",\"name\":\"579.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.GG\",\"name\":\"227.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.GG.Z1\",\"name\":\"451.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.NF\",\"name\":\"323.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.NF.Z1\",\"name\":\"547.Currency
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSCD.CR.PS\",\"name\":\"387.Currency
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.CG\",\"name\":\"260.Debt
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.FC\",\"name\":\"356.Debt
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.GG\",\"name\":\"228.Debt
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.NF\",\"name\":\"324.Debt
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Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.NF.CD\",\"name\":\"100.Debt
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.NF.Z1\",\"name\":\"548.Debt
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSDS.CR.PS\",\"name\":\"388.Debt
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSIN.CR.CG\",\"name\":\"262.Insurance,
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSIN.CR.FC\",\"name\":\"358.Insurance,
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
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Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
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Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSIN.CR.NF.Z1\",\"name\":\"550.Insurance,
pensions, and standardized guarantee schemes (PSDNFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSIN.CR.PS\",\"name\":\"390.Insurance,
pensions, and standardized guarantee schemes (PSDT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSIN.CR.PS.CD\",\"name\":\"166.Insurance,
pensions, and standardized guarantee schemes (PSDT, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.BC\",\"name\":\"293.Loans
(PSDCGGB, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.BC.CD\",\"name\":\"069.Loans
(PSDCGGB, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.BC.Z1\",\"name\":\"517.Loans
(PSDCGGB, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.CG\",\"name\":\"261.Loans
(PSDCG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.CG.CD\",\"name\":\"037.Loans
(PSDCG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.CG.Z1\",\"name\":\"485.Loans
(PSDCG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.FC\",\"name\":\"357.Loans
(PSDFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.FC.CD\",\"name\":\"133.Loans
(PSDFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.FC.Z1\",\"name\":\"581.Loans
(PSDFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.GG\",\"name\":\"229.Loans
(PSDGG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.GG.CD\",\"name\":\"005.Loans
(PSDGG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.GG.Z1\",\"name\":\"453.Loans
(PSDGG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted Gross
Domestic Product (GDP) data in national currency, at current prices, is the
International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.NF\",\"name\":\"325.Loans
(PSDNFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.NF.CD\",\"name\":\"101.Loans
(PSDNFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public
Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.NF.Z1\",\"name\":\"549.Loans
(PSDNFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.PS\",\"name\":\"389.Loans
(PSDT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSLO.CR.PS.CD\",\"name\":\"165.Loans
(PSDT, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly Public Sector
Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.BC\",\"name\":\"295.Other
accounts payable (PSDCGGB, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.BC.CD\",\"name\":\"071.Other
accounts payable (PSDCGGB, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.BC.Z1\",\"name\":\"519.Other
accounts payable (PSDCGGB, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.CG\",\"name\":\"263.Other
accounts payable (PSDCG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.CG.CD\",\"name\":\"039.Other
accounts payable (PSDCG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.CG.Z1\",\"name\":\"487.Other
accounts payable (PSDCG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.FC\",\"name\":\"359.Other
accounts payable (PSDFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.FC.CD\",\"name\":\"135.Other
accounts payable (PSDFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.FC.Z1\",\"name\":\"583.Other
accounts payable (PSDFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.GG\",\"name\":\"231.Other
accounts payable (PSDGG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.GG.CD\",\"name\":\"007.Other
accounts payable (PSDGG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.GG.Z1\",\"name\":\"455.Other
accounts payable (PSDGG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.NF\",\"name\":\"327.Other
accounts payable (PSDNFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.NF.CD\",\"name\":\"103.Other
accounts payable (PSDNFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.NF.Z1\",\"name\":\"551.Other
accounts payable (PSDNFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.PS\",\"name\":\"391.Other
accounts payable (PSDT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSOA.CR.PS.CD\",\"name\":\"167.Other
accounts payable (PSDT, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.BC\",\"name\":\"290.Short-term
by original maturity (PSDCGGB, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.BC.CD\",\"name\":\"066.Short-term
by original maturity (PSDCGGB, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.BC.Z1\",\"name\":\"514.Short-term
by original maturity (PSDCGGB, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.CG\",\"name\":\"258.Short-term
by original maturity (PSDCG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.CG.CD\",\"name\":\"034.Short-term
by original maturity (PSDCG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.CG.Z1\",\"name\":\"482.Short-term
by original maturity (PSDCG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.FC\",\"name\":\"354.Short-term
by original maturity (PSDFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.FC.CD\",\"name\":\"130.Short-term
by original maturity (PSDFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.FC.Z1\",\"name\":\"578.Short-term
by original maturity (PSDFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.GG\",\"name\":\"226.Short-term
by original maturity (PSDGG, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.GG.CD\",\"name\":\"002.Short-term
by original maturity (PSDGG, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.GG.Z1\",\"name\":\"450.Short-term
by original maturity (PSDGG, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.NF\",\"name\":\"322.Short-term
by original maturity (PSDNFPC, ST)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.NF.CD\",\"name\":\"098.Short-term
by original maturity (PSDNFPC, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.NF.Z1\",\"name\":\"546.Short-term
by original maturity (PSDNFPC, ST)(% of GDP)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"The source of non-seasonally adjusted
Gross Domestic Product (GDP) data in national currency, at current prices,
is the International Finance Statistics quarterly database of the IMF, annualized
by the World Bank, unless otherwise specified\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.PS\",\"name\":\"386.Short-term
by original maturity (PSDT)\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DP.DOD.DSTC.CR.PS.CD\",\"name\":\"162.Short-term
by original maturity (PSDT, ST) US$\",\"source\":{\"id\":\"20\",\"value\":\"Quarterly
Public Sector Debt\"},\"sourceNote\":\"Member Country\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"DPANUSIFS\",\"name\":\"Exchange rate (IFS),
LCU per USD, period average\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Exchange rate refers to the rate determined
in the legally sanctioned exchange market. It is calculated as an annual average
based on monthly averages (local currency units relative to the U.S. dollar).\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DPANUSLCU\",\"name\":\"Official
exchange rate, LCU per USD, period average\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Official exchange rate refers to the
exchange rate determined by national authorities or to the rate determined
in the legally sanctioned exchange market. It is calculated as an annual average
based on monthly averages (local currency units relative to the U.S. dollar).\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DPANUSSPB\",\"name\":\"Exchange
rate, new LCU per USD extended backward, period average\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Local currency units (LCU) per U.S. dollar,
with values prior to the currency's introduction presented in the new currency's
terms\",\"sourceOrganization\":\"World Bank staff calculations based on Datastream
and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DPANUSSPF\",\"name\":\"Exchange
rate, old LCU per USD extended forward, period average\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Local currency units (LCU) per U.S. dollar,
with values after a new currency's introduction presented in the old currency's
terms\",\"sourceOrganization\":\"World Bank staff calculations based on Datastream
and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DSTKMKTXD\",\"name\":\"Stock
Markets, US$\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic Monitor\"},\"sourceNote\":\"Local
equity market index valued in US$ terms\",\"sourceOrganization\":\"World Bank
staff calculations based on Datastream and IMF International Finance Statistics
data.\",\"topics\":[]},{\"id\":\"DSTKMKTXN\",\"name\":\"Stock Markets, LCU\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Local equity market index valued in local
currency unit (LCU) terms\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DT.AMD.DLXF.CD\",\"name\":\"LT
Principal due per balance of payments account (BoP, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Memorandum item - repayments due
on outstanding debts. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"DT.AMT.BLAT.CD\",\"name\":\"PPG,
bilateral (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from
governments and their agencies (including central banks), loans from autonomous
bodies, and direct loans from official export credit agencies. Principal repayments
are actual amounts of principal (amortization) paid by the borrower in foreign
currency, goods, or services in the year specified. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.BLTC.CD\",\"name\":\"PPG, bilateral concessional
(AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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 25 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 10 percent. Principal repayments
are actual amounts of principal (amortization) paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.DEAE.CD.IL.03.US\",\"name\":\"1281_T3.2_.... Principal
(More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.0912.US\",\"name\":\"1536_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.1218.US\",\"name\":\"1621_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.1824.US\",\"name\":\"1706_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.24P.US\",\"name\":\"1791_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.36.US\",\"name\":\"1366_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.69.US\",\"name\":\"1451_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DEAE.CD.IL.IQ.US\",\"name\":\"1196_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD\",\"name\":\"Principal
repayments, Total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Principal repayments, total (AMT,
current U.S. dollars). \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD.00.03.MO.US\",\"name\":\"035_T2_..
Principal (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD.03.US\",\"name\":\"0115_T3_..
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD.03.YR.US\",\"name\":\"101_T2_..
Principal (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD.04.06.MO.US\",\"name\":\"046_T2_..
Principal (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DECT.CD.04.YR.US\",\"name\":\"112_T2_..
Principal (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
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U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.03.US\",\"name\":\"1249_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.0912.US\",\"name\":\"1504_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.1218.US\",\"name\":\"1589_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.1824.US\",\"name\":\"1674_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.24P.US\",\"name\":\"1759_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.36.US\",\"name\":\"1334_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.69.US\",\"name\":\"1419_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.CB.AR.IQ.US\",\"name\":\"1164_T3.2_....
\ Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.03.US\",\"name\":\"1214_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.0912.US\",\"name\":\"1469_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.1218.US\",\"name\":\"1554_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.1824.US\",\"name\":\"1639_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.24P.US\",\"name\":\"1724_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.36.US\",\"name\":\"1299_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.69.US\",\"name\":\"1384_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.GG.AR.IQ.US\",\"name\":\"1129_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.03.US\",\"name\":\"1233_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.0912.US\",\"name\":\"1488_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.1218.US\",\"name\":\"1573_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.1824.US\",\"name\":\"1658_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.24P.US\",\"name\":\"1743_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.36.US\",\"name\":\"1318_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.69.US\",\"name\":\"1403_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.MA.AR.IQ.US\",\"name\":\"1148_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.03.US\",\"name\":\"1265_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.0912.US\",\"name\":\"1520_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.1218.US\",\"name\":\"1605_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.1824.US\",\"name\":\"1690_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.24P.US\",\"name\":\"1775_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.36.US\",\"name\":\"1350_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.69.US\",\"name\":\"1435_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLBN.CD.OT.AR.IQ.US\",\"name\":\"1180_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.03.US\",\"name\":\"1246_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.0912.US\",\"name\":\"1501_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.1218.US\",\"name\":\"1586_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.1824.US\",\"name\":\"1671_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.24P.US\",\"name\":\"1756_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.36.US\",\"name\":\"1331_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.69.US\",\"name\":\"1416_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.CB.AR.IQ.US\",\"name\":\"1161_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.03.US\",\"name\":\"1211_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.0912.US\",\"name\":\"1466_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.1218.US\",\"name\":\"1551_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.1824.US\",\"name\":\"1636_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.24P.US\",\"name\":\"1721_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.36.US\",\"name\":\"1296_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.69.US\",\"name\":\"1381_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.GG.AR.IQ.US\",\"name\":\"1126_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.03.US\",\"name\":\"1230_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.0912.US\",\"name\":\"1485_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.1218.US\",\"name\":\"1570_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.1824.US\",\"name\":\"1655_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.24P.US\",\"name\":\"1740_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.36.US\",\"name\":\"1315_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.69.US\",\"name\":\"1400_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.MA.AR.IQ.US\",\"name\":\"1145_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.03.US\",\"name\":\"1262_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.0912.US\",\"name\":\"1517_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.1218.US\",\"name\":\"1602_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.1824.US\",\"name\":\"1687_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.24P.US\",\"name\":\"1772_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.36.US\",\"name\":\"1347_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.69.US\",\"name\":\"1432_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLCD.CD.OT.AR.IQ.US\",\"name\":\"1177_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTF.CD\",\"name\":\"Principal
repayments on external debt, long-term + IMF (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Principal repayments are actual
amounts of principal (amortization) paid by the borrower in currency, goods,
or services in the year specified. This item includes principal repayments
on long-term debt and IMF repurchases. 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. IMF repurchases are total repayments of outstanding drawings
from the General Resources Account during the year specified, excluding repayments
due in the reserve tranche. To maintain comparability between data on transactions
with the IMF and data on long-term debt, use of IMF credit outstanding at
the end of year (stock) is converted to dollars at the SDR exchange rate in
effect at the end of year. Repurchases (flows) are converted at the average
SDR exchange rate for the year in which transactions take place. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.03.US\",\"name\":\"1252_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.0912.US\",\"name\":\"1507_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.1218.US\",\"name\":\"1592_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.1824.US\",\"name\":\"1677_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.24P.US\",\"name\":\"1762_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.36.US\",\"name\":\"1337_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.69.US\",\"name\":\"1422_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.CB.AR.IQ.US\",\"name\":\"1167_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.03.US\",\"name\":\"1217_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.0912.US\",\"name\":\"1472_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.1218.US\",\"name\":\"1557_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.1824.US\",\"name\":\"1642_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.24P.US\",\"name\":\"1727_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.36.US\",\"name\":\"1302_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.69.US\",\"name\":\"1387_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.GG.AR.IQ.US\",\"name\":\"1132_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTL.CD.MA.AR.03.US\",\"name\":\"1236_T3.2_....
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.MA.AR.24P.US\",\"name\":\"1749_T3.2_....
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.MA.AR.36.US\",\"name\":\"1324_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.MA.AR.69.US\",\"name\":\"1409_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.MA.AR.IQ.US\",\"name\":\"1154_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.03.US\",\"name\":\"1271_T3.2_....
Principal (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.0912.US\",\"name\":\"1526_T3.2_....
Principal (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.1218.US\",\"name\":\"1611_T3.2_....
Principal (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.1824.US\",\"name\":\"1696_T3.2_....
Principal (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.24P.US\",\"name\":\"1781_T3.2_....
Principal (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.36.US\",\"name\":\"1356_T3.2_....
Principal (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.69.US\",\"name\":\"1441_T3.2_....
Principal (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLTT.CD.OT.AR.IQ.US\",\"name\":\"1186_T3.2_....
Principal (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.DLXF.CD\",\"name\":\"Principal
repayments on external debt, long-term (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Principal repayments on long-term
debt are actual amounts of principal (amortization) paid by the borrower in
currency, goods, or services 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.DPNG.CD\",\"name\":\"Principal repayments on external
debt, private nonguaranteed (PNG) (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Principal repayments are actual amounts
of principal (amortization) paid by the borrower in currency, goods, or services
in the year specified. Long-term external debt is defined as debt that has
an original or extended maturity of more than one year and that is owed to
nonresidents by residents of an economy and repayable in currency, goods,
or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.DPPG.CD\",\"name\":\"Principal repayments on external
debt, public and publicly guaranteed (PPG) (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Principal repayments are actual amounts of principal
(amortization) paid by the borrower in currency, goods, or services 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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AMT.MIBR.CD\",\"name\":\"PPG,
IBRD (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed debt outstanding
from the International Bank for Reconstruction and Development (IBRD) is nonconcessional.
Nonconcessional debt excludes loans with an original grant element of 25 percent
or more. Principal repayments are actual amounts of principal (amortization)
paid by the borrower in currency, goods, or services in the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AMT.MIDA.CD\",\"name\":\"PPG,
IDA (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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 25 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 10 percent. Principal repayments
are actual amounts of principal (amortization) paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.MLAT.CD\",\"name\":\"PPG, multilateral (AMT, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed multilateral loans include loans and credits from
the World Bank, regional development banks, and other multilateral and intergovernmental
agencies. Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Principal repayments are actual amounts of principal (amortization)
paid by the borrower in currency, goods, or services in the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AMT.MLTC.CD\",\"name\":\"PPG,
multilateral concessional (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25 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 10 percent.
Principal repayments are actual amounts of principal (amortization) paid by
the borrower in currency, goods, or services in the year specified. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AMT.OFFT.CD\",\"name\":\"PPG,
official creditors (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from official creditors includes loans from international organizations
(multilateral loans) and loans from governments (bilateral loans). Loans from
international organization include loans and credits from the World Bank,
regional development banks, and other multilateral and intergovernmental agencies.
Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Government loans include loans from governments and their agencies
(including central banks), loans from autonomous bodies, and direct loans
from official export credit agencies. Principal repayments are actual amounts
of principal (amortization) paid by the borrower in currency, goods, or services
in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PBND.CD\",\"name\":\"PPG, bonds (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from bonds that are either publicly issued or privately placed. Principal
repayments are actual amounts of principal (amortization) paid by the borrower
in currency, goods, or services in the year specified. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PCBK.CD\",\"name\":\"PPG, commercial banks (AMT,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed commercial bank loans from private banks and other
private financial institutions. Principal repayments are actual amounts of
principal (amortization) paid by the borrower in currency, goods, or services
in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PGNG.CD\",\"name\":\"Principal repayments, PPG
and PNG private creditors (AMT, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Principal repayments are actual amounts
of principal (amortization) paid in currency, goods, or services 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
and repayable in currency, goods, or services. \_Data are in current U.S.
dollars. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.AMT.PNGB.CD\",\"name\":\"PNG,
bonds (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from bonds that
are privately placed. Principal repayments are actual amounts of principal
(amortization) paid by the borrower in currency, goods, or services in the
year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term commercial
bank loans from private banks and other private financial institutions. Principal
repayments are actual amounts of principal (amortization) paid by the borrower
in currency, goods, or services in the year specified. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PROP.CD\",\"name\":\"PPG, other private creditors
(AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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. Principal repayments
are actual amounts of principal (amortization) paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PRVS.CD.00.03.MO.US\",\"name\":\"032_T2_.. Principal
(More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.03.YR.US\",\"name\":\"098_T2_..
Principal (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.04.06.MO.US\",\"name\":\"043_T2_..
Principal (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.04.YR.US\",\"name\":\"109_T2_..
Principal (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.05.10.YR.US\",\"name\":\"131_T2_..
Principal (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.05.YR.US\",\"name\":\"120_T2_..
Principal (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.07.09.MO.US\",\"name\":\"054_T2_..
Principal (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.10.12.MO.US\",\"name\":\"065_T2_..
Principal (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.10.15.YR.US\",\"name\":\"142_T2_..
Principal (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.13.18.MO.US\",\"name\":\"076_T2_..
Principal (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.15.UP.YR.US\",\"name\":\"153_T2_..
Principal (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.19.24.MO.US\",\"name\":\"087_T2_..
Principal (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVS.CD.IQ.00.US\",\"name\":\"021_T2_..
Principal (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PRVT.CD\",\"name\":\"PPG,
private creditors (AMT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Principal repayments are actual amounts of principal
(amortization) paid by the borrower in currency, goods, or services in the
year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AMT.PUBS.CD.00.03.MO.US\",\"name\":\"029_T2_.. Principal
(More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.03.YR.US\",\"name\":\"095_T2_..
Principal (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.04.06.MO.US\",\"name\":\"040_T2_..
Principal (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.04.YR.US\",\"name\":\"106_T2_..
Principal (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.05.10.YR.US\",\"name\":\"128_T2_..
Principal (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.05.YR.US\",\"name\":\"117_T2_..
Principal (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.07.09.MO.US\",\"name\":\"051_T2_..
Principal (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.10.12.MO.US\",\"name\":\"062_T2_..
Principal (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.10.15.YR.US\",\"name\":\"139_T2_..
Principal (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.13.18.MO.US\",\"name\":\"073_T2_..
Principal (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.15.UP.YR.US\",\"name\":\"150_T2_..
Principal (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.19.24.MO.US\",\"name\":\"084_T2_..
Principal (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AMT.PUBS.CD.IQ.00.US\",\"name\":\"018_T2_..
Principal (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.CB.US\",\"name\":\"0398_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.GG.US\",\"name\":\"0392_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.MA.US\",\"name\":\"0395_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.OT.HH.US\",\"name\":\"0410_T1.4_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.OT.NB.US\",\"name\":\"0404_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.OT.NF.US\",\"name\":\"0407_T1.4_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DECT.CD.OT.US\",\"name\":\"0401_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DIDI.CD.IL.US\",\"name\":\"0416_T1.4_..
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DIFE.CD.IL.US\",\"name\":\"0422_T1.4_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DIIE.CD.IL.US\",\"name\":\"0419_T1.4_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.AXA.DPPG.CD\",\"name\":\"Principal
arrears, long-term DOD (US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Principal in arrears on long-term
debt is defined as principal repayment due but not paid, on a cumulative basis.
Long-term external debt is defined as debt that has an original or extended
maturity of more than one year and that is owed to nonresidents by residents
of an economy and repayable in currency, goods, or services. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AXA.OFFT.CD\",\"name\":\"Principal arrears, official
creditors (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Principal in arrears on long-term debt is defined
as principal repayment due but not paid, on a cumulative basis. 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. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AXA.PRVT.CD\",\"name\":\"Principal arrears, private
creditors (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Principal in arrears on long-term debt is defined
as principal repayment due but not paid, on a cumulative basis. Debt from
private creditors include bonds that are either publicly issued or privately
placed; commercial bank loans from private banks and other private financial
institutions; and other private credits from manufacturers, exporters, and
other suppliers of goods, and bank credits covered by a guarantee of an export
credit agency. Long-term external debt is defined as debt that has an original
or extended maturity of more than one year and that is owed to nonresidents
by residents of an economy and repayable in currency, goods, or services.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.AXF.DPPG.CD\",\"name\":\"Principal
forgiven (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Principal forgiven is the amount of principal
due or in arrears that was written off or forgiven in any given year. It includes
debt forgiven within and outside Paris Club agreements, principal forgiven
and principal arrears forgiven. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AXR.DPPG.CD\",\"name\":\"Principal rescheduled (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Principal
rescheduled is the amount of principal due or in arrears that was rescheduled
in any given year. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AXR.OFFT.CD\",\"name\":\"Principal rescheduled, official
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Principal
rescheduled is the amount of principal due or in arrears that was rescheduled
in any given year. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.AXR.PRVT.CD\",\"name\":\"Principal rescheduled, private
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Principal
rescheduled is the amount of principal due or in arrears that was rescheduled
in any given year. Debt from private creditors include bonds that are either
publicly issued or privately placed; commercial bank loans from private banks
and other private financial institutions; and other private credits from manufacturers,
exporters, and other suppliers of goods, and bank credits covered by a guarantee
of an export credit agency. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.COM.DPPG.CD\",\"name\":\"Commitments, public and publicly
guaranteed (COM, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Commitments are the total amount
of long-term loans for which contracts were signed in the year specified;
data for private nonguaranteed debt are not available. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.COM.MIBR.CD\",\"name\":\"Commitments, IBRD (COM, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Commitments
(IBRD) are the sum of new commitments on public and publicly guaranteed loans
from the International Bank for Reconstruction and Development (IBRD). Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.COM.MIDA.CD\",\"name\":\"Commitments,
IDA (COM, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Commitments (IDA) are the sum of new commitments
on public and publicly guaranteed loans from the International Development
Association (IDA). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.COM.OFFT.CD\",\"name\":\"Commitments, official creditors
(COM, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Commitments are the amount of long-term loans
for which contracts were signed in the year specified. Debt from official
creditors includes loans from international organizations (multilateral loans)
and loans from governments (bilateral loans). Loans from international organization
include loans and credits from the World Bank, regional development banks,
and other multilateral and intergovernmental agencies. Excluded are loans
from funds administered by an international organization on behalf of a single
donor government; these are classified as loans from governments. Government
loans include loans from governments and their agencies (including central
banks), loans from autonomous bodies, and direct loans from official export
credit agencies. Long-term external debt is defined as debt that has an original
or extended maturity of more than one year and that is owed to nonresidents
by residents of an economy and repayable in currency, goods, or services.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.COM.PRVT.CD\",\"name\":\"Commitments,
private creditors (COM, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Commitments are the amount of long-term
loans for which contracts were signed in the year specified; 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. 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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.DMAK.ZS\",\"name\":\"Currency composition of PPG
debt, Deutsche mark (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The percentage of external long-term public
and publicly-guaranteed debt contracted in Deutsche marks for the low- and
middle-income countries.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.CUR.EURO.ZS\",\"name\":\"Currency
composition of PPG debt, Euro (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The percentage of external long-term
public and publicly-guaranteed debt contracted in Euros for the low- and middle-income
countries.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.FFRC.ZS\",\"name\":\"Currency composition of PPG
debt, French franc (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The percentage of external long-term public
and publicly-guaranteed debt contracted in French francs for the low- and
middle-income countries.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.CUR.JYEN.ZS\",\"name\":\"Currency
composition of PPG debt, Japanese yen (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The percentage of external long-term
public and publicly-guaranteed debt contracted in Japanese yen for the low-
and middle-income countries.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.CUR.MULC.ZS\",\"name\":\"Currency
composition of PPG debt, Multiple currencies (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The percentage of external long-term
public and publicly-guaranteed debt contracted in multiple currencies for
the low- and middle-income countries.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.OTHC.ZS\",\"name\":\"Currency composition of PPG
debt, all other currencies (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The percentage of external long-term
public and publicly-guaranteed debt contracted in all other currencies not
specified for the low- and middle-income countries.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.SDRW.ZS\",\"name\":\"Currency composition of PPG
debt, SDR (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"The
percentage of external long-term public and publicly-guaranteed debt contracted
in special drawing rights for the low- and middle-income countries.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.SWFR.ZS\",\"name\":\"Currency composition of PPG
debt, Swiss franc (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The percentage of external long-term public
and publicly-guaranteed debt contracted in Swiss francs for the low- and middle-income
countries.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.CUR.UKPS.ZS\",\"name\":\"Currency composition of PPG
debt, Pound sterling (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The percentage of external long-term public
and publicly-guaranteed debt contracted in U.K. pound sterling for the low-
and middle-income countries.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.CUR.USDL.ZS\",\"name\":\"Currency
composition of PPG debt, U.S. dollars (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The percentage of external long-term
public and publicly-guaranteed debt contracted in U.S. dollars for the low-
and middle-income countries.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DFR.DPPG.CD\",\"name\":\"Debt
forgiveness or reduction (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Debt forgiveness or reduction shows
the change in debt stock due to debt forgiveness or reduction. It is derived
by subtracting debt forgiven and debt stock reduction from debt buyback. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.BLAT.CD\",\"name\":\"PPG,
bilateral (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from
governments and their agencies (including central banks), loans from autonomous
bodies, and direct loans from official export credit agencies. Disbursements
are drawings by the borrower on loan commitments during the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.BLCT.CD\",\"name\":\"Disbursements,
Bilateral on nonconcessional terms (DIS, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from
governments and their agencies (including central banks), loans from autonomous
bodies, and direct loans from official export credit agencies. Concessional
debt is defined as loans with an original grant element of 25 percent or more.
The grant equivalent of a loan is its commitment (present) value, less the
discounted present value of its contractual debt service; conventionally,
future service payments are discounted at 10 percent. The grant element of
a loan is the grant equivalent expressed as a percentage of the amount committed.
It is used as a measure of the overall cost of borrowing. Disbursements are
drawings on loan commitments during the year specified. \",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DIS.BLTC.CD\",\"name\":\"PPG,
bilateral concessional (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25 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 10 percent. Disbursements are drawings
by the borrower on loan commitments during the year specified. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.DECT.CD\",\"name\":\"Disbursements,
Total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Disbursements are drawings on loan commitments
during the year specified. This item includes disbursements on long-term and
short-term debt and IMF repurchases. Long-term external debt is defined as
debt that has an original or extended maturity of more than one year and that
is owed to nonresidents and repayable in currency, goods, or services. IMF
purchases are total drawings on the General Resources Account of the IMF during
the year specified, excluding drawings in the reserve tranche. To maintain
comparability between data on transactions with the IMF and data on long-term
debt, use of IMF credit outstanding at the end of year (stock) is converted
to dollars at the SDR exchange rate in effect at the end of year. Purchases
are converted at the average SDR exchange rate for the year in which transactions
take place. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DIS.DIMF.CD\",\"name\":\"IMF
purchases (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"IMF purchases are total drawings
on the General Resources Account of the IMF during the year specified, excluding
drawings in the reserve tranche. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.DLTF.CD\",\"name\":\"Disbursements on external
debt, long-term + IMF (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Disbursements are drawings by the
borrower on loan commitments during the year specified. This item includes
disbursements on long-term debt and IMF purchases. Long-term external debt
is defined as debt that has an original or extended maturity of more than
one year and that is owed to nonresidents by residents of an economy and repayable
in currency, goods, or services. IMF purchases are total drawings on the General
Resources Account of the IMF during the year specified, excluding drawings
in the reserve tranche. To maintain comparability between data on transactions
with the IMF and data on long-term debt, use of IMF credit outstanding at
the end of year (stock) is converted to dollars at the SDR exchange rate in
effect at the end of year. Purchases are converted at the average SDR exchange
rate for the year in which transactions take place. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.DLXF.CD\",\"name\":\"Disbursements on external
debt, long-term (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Disbursements on long-term debt
are drawings by the borrower on loan commitments during 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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.DPNG.CD\",\"name\":\"Disbursements on external
debt, private nonguaranteed (PNG) (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Disbursements are drawings by the borrower
on loan commitments during the year specified. Long-term external debt is
defined as debt that has an original or extended maturity of more than one
year and that is owed to nonresidents by residents of an economy and repayable
in currency, goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.DPPG.CD\",\"name\":\"Disbursements on external
debt, public and publicly guaranteed (PPG) (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Disbursements are drawings by the borrower on
loan commitments during 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.DSTC.CD\",\"name\":\"Disbursements, Short-term
(DIS, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Short-term external debt is defined as debt
that has an original maturity of one year or less. Available data permit no
distinction between public and private nonguaranteed short-term debt. Data
are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank, Global
Development Finance.\",\"topics\":[]},{\"id\":\"DT.DIS.IDAG.CD\",\"name\":\"IDA
grants (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"IDA grants are net disbursements of grants
from the International Development Association (IDA). Data are in current
U.S. dollars. Regional allocations are included in aggregate data.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.MIBR.CD\",\"name\":\"PPG,
IBRD (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed debt outstanding
from the International Bank for Reconstruction and Development (IBRD) is nonconcessional.
Nonconcessional debt excludes loans with an original grant element of 25 percent
or more. Disbursements are drawings by the borrower on loan commitments during
the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.MIDA.CD\",\"name\":\"PPG, IDA (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25
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 10 percent. Disbursements
are drawings by the borrower on loan commitments during the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.MLAT.CD\",\"name\":\"PPG,
multilateral (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
multilateral loans include loans and credits from the World Bank, regional
development banks, and other multilateral and intergovernmental agencies.
Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Disbursements are drawings by the borrower on loan commitments
during the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.MLCT.CD\",\"name\":\"Disbursements, PPG Multilateral
creditors nonconcessional (DIS, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. Disbursements are drawings on loan
commitments during the year specified. Data are in current U.S. dollars.
\ \",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DIS.MLTC.CD\",\"name\":\"PPG,
multilateral concessional (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
multilateral loans include loans and credits from the World Bank, regional
development banks, and other multilateral and intergovernmental agencies.
Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Concessional debt is defined as loans with an original grant
element of 25 percent or more. The grant element of a loan is the grant equivalent
expressed as a percentage of the amount committed. It is used as a measure
of the overall cost of borrowing. The grant equivalent of a loan is its commitment
(present) value, less the discounted present value of its contractual debt
service; conventionally, future service payments are discounted at 10 percent.
Disbursements are drawings by the borrower on loan commitments during the
year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.OFFT.CD\",\"name\":\"PPG, official creditors (DIS,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Disbursements are drawings by the borrower
on loan commitments during the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.PBND.CD\",\"name\":\"PPG, bonds (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from bonds that are either publicly issued or privately placed. Disbursements
are drawings by the borrower on loan commitments during the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.PCBK.CD\",\"name\":\"PPG,
commercial banks (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
commercial bank loans from private banks and other private financial institutions.
Disbursements are drawings by the borrower on loan commitments during the
year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.PGNG.CD\",\"name\":\"Disbursements, PPG and PNG
private creditors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Disbursements are drawings on loan commitments
during the year specified. Long-term external debt is defined as debt that
has an original or extended maturity of more than one year and that is owed
to nonresidents and repayable in currency, goods, or services. \_Public and
publicly guaranteed debt from private creditors include bonds that are either
publicly issued or privately placed; commercial bank loans from private banks
and other private financial institutions; and private credits from manufacturers,
exporters, and other suppliers of goods, and bank credits covered by a guarantee
of an export credit agency. \_\_Disbursements are drawings on loan commitments
during the year specified. \_\",\"sourceOrganization\":\"World Bank, Global
Development Finance.\",\"topics\":[]},{\"id\":\"DT.DIS.PNGB.CD\",\"name\":\"PNG,
bonds (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from bonds that
are privately placed. Disbursements are drawings by the borrower on loan commitments
during the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term commercial
bank loans from private banks and other private financial institutions. Disbursements
are drawings by the borrower on loan commitments during the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DIS.PROP.CD\",\"name\":\"PPG,
other private creditors (DIS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.
Disbursements are drawings by the borrower on loan commitments during the
year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DIS.PRVT.CD\",\"name\":\"PPG, private creditors (DIS,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed debt from private creditors include bonds that are
either publicly issued or privately placed; commercial bank loans from private
banks and other private financial institutions; and other private credits
from manufacturers, exporters, and other suppliers of goods, and bank credits
covered by a guarantee of an export credit agency. Disbursements are drawings
by the borrower on loan commitments during the year specified. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.ALLC.CD\",\"name\":\"External
debt stocks, concessional (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Concessional external debt conveys
information about the borrower's receipt of aid from official lenders at concessional
terms as defined by the Development Assistance Committee (DAC) of the OECD.
Concessional debt is defined as loans with an original grant element of 25
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 10 percent. Loans
from major regional development banks--African Development Bank, Asian Development
Bank, and the Inter-American Development Bank--and from the World Bank are
classified as concessional according to each institution's classification
and not according to the DAC definition, as was the practice in earlier reports.
Long-term debt outstanding and disbursed is the total outstanding long-term
debt at year end. 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
and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.ALLC.ZS\",\"name\":\"Concessional debt (% of total
external debt)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Concessional
debt to total external debt stocks. Concessional debt is defined as loans
with an original grant element of 25 percent or more.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.ALLC.ZSG\",\"name\":\"Debt on Concessional terms
to GDP (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Concessional Long-term Debt Outstanding and
Disbursed (LDOD) conveys information about the borrower's receipt of aid from
official lenders at concessional terms as defined by the Development Assistance
Committee (DAC) of the OECD. Concessional debt is defined as loans with an
original grant element of 25 percent or more. 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 10 percent. 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. Loans from major regional development banks--African Development
Bank, Asian Development Bank, and the Inter-American Development Bank--and
from the World Bank are classified as concessional according to each institution's
classification and not according to the DAC definition, as was the practice
in earlier reports. LDOD is the total outstanding long-term debt at year end.
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 and repayable
in currency, goods, or services. \_\",\"sourceOrganization\":\"World Bank,
Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.ALLC.ZSX\",\"name\":\"Debt
on Concessional terms to export ratio (% of exports)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Concessional Long-term Debt Outstanding
and Disbursed (LDOD) conveys information about the borrower's receipt of aid
from official lenders at concessional terms as defined by the Development
Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans
with an original grant element of 25 percent or more. 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 10 percent. 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. Loans from major regional development banks--African
Development Bank, Asian Development Bank, and the Inter-American Development
Bank--and from the World Bank are classified as concessional according to
each institution's classification and not according to the DAC definition,
as was the practice in earlier reports. LDOD is the total outstanding long-term
debt at year end. 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
and repayable in currency, goods, or services. \_The denominator is the sum
of total goods and service exports (per the balance of payments account) and
workers' remittances (per the balance of payments account). \_\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.ALLN.CD\",\"name\":\"Debt
on Non-concessional terms (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-concessional Long-term Debt
Outstanding and Disbursed (LDOD) conveys information about the borrower's
receipt of aid from official lenders on non-concessional terms as defined
by the Development Assistance Committee (DAC) of the OECD. This is the difference
between the total debt outstanding and disbursed less debt on concessional
terms. \_Concessional debt is defined as loans with an original grant element
of 25 percent or more. 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 10 percent. 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.
Loans from major regional development banks--African Development Bank, Asian
Development Bank, and the Inter-American Development Bank--and from the World
Bank are classified as concessional according to each institution's classification
and not according to the DAC definition, as was the practice in earlier reports.
LDOD is the total outstanding long-term debt at year end. 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 and repayable in currency,
goods, or services. \_Data are in current U.S. dollars. \_\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.ALLN.ZSG\",\"name\":\"Debt
on Non-concessional terms to GDP (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-concessional LDOD conveys information
about the borrower's receipt of aid from official lenders on non-concessional
terms as defined by the Development Assistance Committee (DAC) of the OECD.
Concessional debt is defined as loans with an original grant element of 25
percent or more. 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 10 percent. 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.
Loans from major regional development banks--African Development Bank, Asian
Development Bank, and the Inter-American Development Bank--and from the World
Bank are classified as concessional according to each institution's classification
and not according to the DAC definition, as was the practice in earlier reports.
Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term
debt at year end. 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
and repayable in currency, goods, or services. \_Data are in current U.S.
dollars. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.ALLN.ZSX\",\"name\":\"Debt
on Non-concessional terms to export ratio (% of exports)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Non-concessional LDOD conveys information
about the borrower's receipt of aid from official lenders on non-concessional
terms as defined by the Development Assistance Committee (DAC) of the OECD.
Concessional debt is defined as loans with an original grant element of 25
percent or more. 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 10 percent. 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.
Loans from major regional development banks--African Development Bank, Asian
Development Bank, and the Inter-American Development Bank--and from the World
Bank are classified as concessional according to each institution's classification
and not according to the DAC definition, as was the practice in earlier reports.
Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term
debt at year end. 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
and repayable in currency, goods, or services. \_Data are divided by GDP at
market prices in current U.S. dollars to facilitate comparison across economies.
\_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.BLAT.CD\",\"name\":\"PPG,
bilateral (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
bilateral debt includes 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.BLTC.CD\",\"name\":\"PPG, bilateral concessional
(DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed bilateral debt
includes loans from governments and their agencies (including central banks),
loans from autonomous bodies, and direct loans from official export credit
agencies. Concessional debt is defined as loans with an original grant element
of 25 percent or more. The grant element of a loan is the grant equivalent
expressed as a percentage of the amount committed. It is used as a measure
of the overall cost of borrowing. The grant equivalent of a loan is its commitment
(present) value, less the discounted present value of its contractual debt
service; conventionally, future service payments are discounted at 10 percent.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.BLTN.CD\",\"name\":\"Debt
outstanding and disbursed, PPG Bilateral on nonconcessional terms (DOD, current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Bilateral
debt includes loans from governments and their agencies (including central
banks), loans from autonomous bodies, and direct loans from official export
credit agencies. These are non-concessional figures, however the explanation
for concessional is provided here as reference. \_Concessional debt is defined
as loans with an original grant element of 25 percent or more. 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 10 percent. 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. Principal repayments are actual amounts
of principal (amortization) paid in currency, goods, or services in the year
specified. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.BNLT.CD.PR.AR.US\",\"name\":\"0368_T1.3_....
Debt securities \",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.BNLT.CD.PU.AR.US\",\"name\":\"0351_T1.3_....
Debt securities \",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.CDLT.CD.PR.AR.US\",\"name\":\"0367_T1.3_....
Currency and deposits 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.CDLT.CD.PU.AR.US\",\"name\":\"0350_T1.3_....
Currency and deposits 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.CDST.CD.PR.AR.US\",\"name\":\"0361_T1.3_....
Currency and deposits 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.CDST.CD.PU.AR.US\",\"name\":\"0343_T1.3_....
Currency and deposits 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.AR.T4.US\",\"name\":\"235_T4_Arrears
\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.AR.US\",\"name\":\"0060_T1_Arrears:
By Sector\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CB.AR.US\",\"name\":\"0063_T1_..
Deposit-Taking Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CB.DS.US\",\"name\":\"0069_T1_..
Deposit-Taking Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD\",\"name\":\"External
debt stocks, total (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total external debt is debt owed
to nonresidents repayable in currency, goods, or services. Total external
debt is the sum of public, publicly guaranteed, and private nonguaranteed
long-term debt, use of IMF credit, and short-term debt. Short-term debt includes
all debt having an original maturity of one year or less and interest in arrears
on long-term debt. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DECT.CD.AR.BE.US\",\"name\":\"0666_T1.6_Gross
External Debt (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.EA.US\",\"name\":\"0546_T1.5_Total
(External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.EN.US\",\"name\":\"0961_T1.6_Gross
External Debt (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.EX.US\",\"name\":\"0784_T1.6_Gross
External Debt (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.GE.US\",\"name\":\"0485_T1.5_Total
(Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.NE.US\",\"name\":\"0607_T1.5_Total
(Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.OC.US\",\"name\":\"0902_T1.6_Gross
External Debt (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.PX.US\",\"name\":\"0843_T1.6_Gross
External Debt (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.TL.US\",\"name\":\"013_T1_Arrears\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.AR.TR.US\",\"name\":\"0725_T1.6_Gross
External Debt (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.BE.US\",\"name\":\"0636_T1.6_Deposit-taking
Corporations, except the Central Bank (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.EA.US\",\"name\":\"0516_T1.5_Deposit-Taking
Corporations, except the Central Bank (External Assets in Debt Instruments
)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.EN.US\",\"name\":\"0931_T1.6_Deposit-taking
Corporations, except the Central Bank (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.EX.US\",\"name\":\"0754_T1.6_Deposit-taking
Corporations, except the Central Bank (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.GE.US\",\"name\":\"0455_T1.5_Deposit-Taking
Corporations, except the Central Bank (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.NE.US\",\"name\":\"0577_T1.5_Deposit-Taking
Corporations, except the Central Bank (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.OC.US\",\"name\":\"0872_T1.6_Deposit-taking
Corporations, except the Central Bank (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.PX.US\",\"name\":\"0813_T1.6_Deposit-taking
Corporations, except the Central Bank (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.TR.US\",\"name\":\"0695_T1.6_Deposit-taking
Corporations, except the Central Bank (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.AR.US\",\"name\":\"0029_T1_Deposit-Taking
Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.TD.MP.US\",\"name\":\"0277_T1.1_Deposit-Taking
Corporations, except the Central Bank (Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.TD.MV.US\",\"name\":\"0292_T1.1_Deposit-Taking
Corporations, except the Central Bank (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CB.TD.NV.US\",\"name\":\"0262_T1.1_Deposit-Taking
Corporations, except the Central Bank (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.CG\",\"name\":\"Total
change in external debt stocks (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total change in debt stocks shows
the variation in debt stock between two consecutive years. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.DECT.CD.DC.T5.US\",\"name\":\"252_T5_Domestic currency
6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.DT.US\",\"name\":\"0078_T2_Gross
External Debt Position \",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.CB.EU.US\",\"name\":\"1002_T2.1_Deposit-Taking
Corporations, except the Central Bank (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.CB.JY.US\",\"name\":\"1019_T2.1_Deposit-Taking
Corporations, except the Central Bank (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.CB.OT.US\",\"name\":\"1036_T2.1_Deposit-Taking
Corporations, except the Central Bank (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.CB.TO.US\",\"name\":\"0968_T2.1_Deposit-Taking
Corporations, except the Central Bank (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.CB.US.US\",\"name\":\"0985_T2.1_Deposit-Taking
Corporations, except the Central Bank (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.FC.GG.EU.US\",\"name\":\"0996_T2.1_General
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country. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.ST.TD.MP.US\",\"name\":\"0284_T1.1_..
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.ST.TD.MV.US\",\"name\":\"0299_T1.1_..
Short-term (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.ST.TD.NV.US\",\"name\":\"0269_T1.1_..
Short-term (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.ST.US\",\"name\":\"011_T1_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.TD.MP.US\",\"name\":\"0283_T1.1_Total
(Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.TD.MV.US\",\"name\":\"0298_T1.1_Total
(Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.TD.NV.US\",\"name\":\"0268_T1.1_Total
(Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.TL.US\",\"name\":\"010_T1_Gross
External Debt Position\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.UC.T5.US\",\"name\":\"255_T5_Unallocated\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.CD.ZSG\",\"name\":\"Debt
outstanding and disbursed, Total to GDP (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total external debt is debt owed
to nonresidents repayable in currency, goods, or services. Total external
debt is the sum of public, publicly guaranteed, and private nonguaranteed
long-term debt, use of IMF credit, and short-term debt. Short-term debt includes
all debt having an original maturity of one year or less and interest in arrears
on long-term debt. Data expressed as a percentage of GDP at market prices.
\_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.DS.T4.US\",\"name\":\"242_T4_Debt
Securities 12\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.DS.US\",\"name\":\"0066_T1_Debt
Securities: By Sector 2\\/ \",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.EX.ZS\",\"name\":\"External
debt stocks (% of exports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total external debt stocks to exports
of goods, services and income.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.DECT.GG.AR.US\",\"name\":\"0061_T1_.. General Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.GG.DS.US\",\"name\":\"0067_T1_..
General Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.GN.ZS\",\"name\":\"External
debt stocks (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Total external debt stocks to gross national
income. Total external debt is debt owed to nonresidents repayable in currency,
goods, or services. Total external debt is the sum of public, publicly guaranteed,
and private nonguaranteed long-term debt, use of IMF credit, and short-term
debt. Short-term debt includes all debt having an original maturity of one
year or less and interest in arrears on long-term debt. GNI (formerly GNP)
is the sum of value added by all resident producers plus any product taxes
(less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DECT.IL.AR.US\",\"name\":\"0065_T1_..
Direct investment: Intercompany Lending\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.MA.AR.US\",\"name\":\"0062_T1_..
Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.MA.DS.US\",\"name\":\"0068_T1_..
Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.OT.AR.US\",\"name\":\"0064_T1_..
Other Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.OT.DS.US\",\"name\":\"0070_T1_..
Other Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DECT.T4.AR.US\",\"name\":\"234_T4_Total\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.FC.IL.EU.US\",\"name\":\"1009_T2.1_..
Debt liabilities of direct investment enterprises to direct investors (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.FC.IL.JY.US\",\"name\":\"1026_T2.1_..
Debt liabilities of direct investment enterprises to direct investors (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.FC.IL.OT.US\",\"name\":\"1043_T2.1_..
Debt liabilities of direct investment enterprises to direct investors (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.FC.IL.TO.US\",\"name\":\"0975_T2.1_..
Debt liabilities of direct investment enterprises to direct investors (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.FC.IL.US.US\",\"name\":\"0992_T2.1_..
Debt liabilities of direct investment enterprises to direct investors (U.S.
dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.BE.US\",\"name\":\"0663_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Positon
at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.EA.US\",\"name\":\"0543_T1.5_..
Debt of direct investment enterprises to direct investors (External Assets
in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.EN.US\",\"name\":\"0958_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Positon
at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.EX.US\",\"name\":\"0781_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Exchange
rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.GE.US\",\"name\":\"0482_T1.5_..
Debt of direct investment enterprises to direct investors (Gross External
Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.NE.US\",\"name\":\"0604_T1.5_..
Debt of direct investment enterprises to direct investors (Net External Debt
)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.OC.US\",\"name\":\"0899_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Other
changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.PX.US\",\"name\":\"0840_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Other
price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.TR.US\",\"name\":\"0722_T1.6_..
Debt liabilities of direct investment enterprises to direct investors (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.IL.US\",\"name\":\"0056_T1_..
Debt liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.PR.US\",\"name\":\"0373_T1.3_....
Debt liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIDI.CD.PU.US\",\"name\":\"0356_T1.3_....
Debt liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.FC.IL.EU.US\",\"name\":\"1011_T2.1_..
Debt liabilities between fellow enterprises (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.FC.IL.JY.US\",\"name\":\"1028_T2.1_..
Debt liabilities between fellow enterprises (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.FC.IL.OT.US\",\"name\":\"1045_T2.1_..
Debt liabilities between fellow enterprises (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.FC.IL.TO.US\",\"name\":\"0977_T2.1_..
Debt liabilities between fellow enterprises (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.FC.IL.US.US\",\"name\":\"0994_T2.1_..
Debt liabilities between fellow enterprises (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.BE.US\",\"name\":\"0665_T1.6_..
Debt liabilities between fellow enterprises (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.EA.US\",\"name\":\"0545_T1.5_..
Debt between fellow enterprises (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.EN.US\",\"name\":\"0960_T1.6_..
Debt liabilities between fellow enterprises (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.EX.US\",\"name\":\"0783_T1.6_..
Debt liabilities between fellow enterprises (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.GE.US\",\"name\":\"0484_T1.5_..
Debt between fellow enterprises (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.NE.US\",\"name\":\"0606_T1.5_..
Debt between fellow enterprises (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.OC.US\",\"name\":\"0901_T1.6_..
Debt liabilities between fellow enterprises (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.PX.US\",\"name\":\"0842_T1.6_..
Debt liabilities between fellow enterprises (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.TR.US\",\"name\":\"0724_T1.6_..
Debt liabilities between fellow enterprises (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.IL.US\",\"name\":\"0058_T1_..
Debt liabilities to fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.PR.US\",\"name\":\"0375_T1.3_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIFE.CD.PU.US\",\"name\":\"0358_T1.3_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.FC.IL.EU.US\",\"name\":\"1010_T2.1_..
Debt liabilities of direct investors to direct investment enterprises (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.FC.IL.JY.US\",\"name\":\"1027_T2.1_..
Debt liabilities of direct investors to direct investment enterprises (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.FC.IL.OT.US\",\"name\":\"1044_T2.1_..
Debt liabilities of direct investors to direct investment enterprises (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.FC.IL.TO.US\",\"name\":\"0976_T2.1_..
Debt liabilities of direct investors to direct investment enterprises (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.FC.IL.US.US\",\"name\":\"0993_T2.1_..
Debt liabilities of direct investors to direct investment enterprises (U.S.
dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.BE.US\",\"name\":\"0664_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Positon
at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.EA.US\",\"name\":\"0544_T1.5_..
Debt of direct investors to direct investment enterprises (External Assets
in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.EN.US\",\"name\":\"0959_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Positon
at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.EX.US\",\"name\":\"0782_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Exchange
rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.GE.US\",\"name\":\"0483_T1.5_..
Debt of direct investors to direct investment enterprises (Gross External
Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.NE.US\",\"name\":\"0605_T1.5_..
Debt of direct investors to direct investment enterprises (Net External Debt
)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.OC.US\",\"name\":\"0900_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Other
changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.PX.US\",\"name\":\"0841_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Other
price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.TR.US\",\"name\":\"0723_T1.6_..
Debt liabilities of direct investors to direct investment enterprises (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.IL.US\",\"name\":\"0057_T1_..
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.PR.US\",\"name\":\"0374_T1.3_....
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIE.CD.PU.US\",\"name\":\"0357_T1.3_....
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIL.CD.PR.US\",\"name\":\"0372_T1.3_..
Direct investment: Intercompany Lending 9\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIIL.CD.PU.US\",\"name\":\"0355_T1.3_..
Direct investment: Intercompany Lending \",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DIMF.CD\",\"name\":\"Use
of IMF credit (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Use of IMF credit denotes members'
drawings on the IMF other than amounts drawn against the country's reserve
tranche position. Use of IMF credit includes purchases and drawings under
Stand-By, Extended, Structural Adjustment, Enhanced Structural Adjustment,
and Systemic Transformation Facility Arrangements as well as Trust Fund loans.
SDR allocations are also included in this category. Note: Data related to
the operations of the IMF are provided by the IMF Treasurer\u2019s Department.
They are converted from special drawing rights into dollars using end-of-period
exchange rates for stocks and average-over-the-period exchange rates for flows.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DLBN.CD.CB.AR.BE.US\",\"name\":\"0645_T1.6_....
Debt securities (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLBN.CD.CB.AR.EA.US\",\"name\":\"0525_T1.5_....
Debt securities (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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Currency and deposits 2\\/ (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLCD.CD.OT.AR.US\",\"name\":\"0050_T1_....
Currency and deposits 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTF.CD\",\"name\":\"Debt
outstanding and disbursed, Long-term debt including IMF credit (DOD, current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Long-term
debt is debt that has an original or extended maturity of more than one year.
It has three components: public, publicly guaranteed, and private nonguaranteed
debt. Data are in current U.S. dollars. Use of IMF credit denotes repurchase
obligations to the IMF for all uses of IMF resources (excluding those resulting
from drawings on the reserve tranche). These obligations, shown for the end
of the year specified, comprise purchases outstanding under the credit tranches,
including enlarged access resources, and all special facilities (the buffer
stock, compensatory financing, extended fund, and oil facilities), trust fund
loans, and operations under the structural adjustment and enhanced structural
adjustment facilities. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.BE.US\",\"name\":\"0646_T1.6_....
Loans (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.EA.US\",\"name\":\"0526_T1.5_....
Loans (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.EN.US\",\"name\":\"0941_T1.6_....
Loans (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.EX.US\",\"name\":\"0764_T1.6_....
Loans (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.GE.US\",\"name\":\"0465_T1.5_....
Loans (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.NE.US\",\"name\":\"0587_T1.5_....
Loans (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.OC.US\",\"name\":\"0882_T1.6_....
Loans (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.PX.US\",\"name\":\"0823_T1.6_....
Loans (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.TR.US\",\"name\":\"0705_T1.6_....
Loans (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.CB.AR.US\",\"name\":\"0039_T1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.BE.US\",\"name\":\"0619_T1.6_....
Loans (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.EA.US\",\"name\":\"0498_T1.5_....
Loans (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.EN.US\",\"name\":\"0914_T1.6_....
Loans (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.EX.US\",\"name\":\"0737_T1.6_....
Loans (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.GE.US\",\"name\":\"0437_T1.5_....
Loans (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.NE.US\",\"name\":\"0559_T1.5_....
Loans (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.OC.US\",\"name\":\"0855_T1.6_....
Loans (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.PX.US\",\"name\":\"0796_T1.6_....
Loans (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.TR.US\",\"name\":\"0678_T1.6_....
Loans (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.GG.AR.US\",\"name\":\"0012_T1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.HN.US\",\"name\":\"0337_T1.2_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.BE.US\",\"name\":\"0633_T1.6_....
Loans (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.EA.US\",\"name\":\"0513_T1.5_....
Loans (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.EN.US\",\"name\":\"0928_T1.6_....
Loans (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.EX.US\",\"name\":\"0751_T1.6_....
Loans (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.GE.US\",\"name\":\"0452_T1.5_....
Loans (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.NE.US\",\"name\":\"0574_T1.5_....
Loans (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.OC.US\",\"name\":\"0869_T1.6_....
Loans (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.PX.US\",\"name\":\"0810_T1.6_....
Loans (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.TR.US\",\"name\":\"0692_T1.6_....
Loans (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.MA.AR.US\",\"name\":\"0026_T1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.NC.US\",\"name\":\"0324_T1.2_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OF.US\",\"name\":\"0311_T1.2_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.BE.US\",\"name\":\"0659_T1.6_....
Loans (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.EA.US\",\"name\":\"0539_T1.5_....
Loans (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.EN.US\",\"name\":\"0954_T1.6_....
Loans (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.EX.US\",\"name\":\"0777_T1.6_....
Loans (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.GE.US\",\"name\":\"0478_T1.5_....
Loans (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.NE.US\",\"name\":\"0600_T1.5_....
Loans (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.OC.US\",\"name\":\"0895_T1.6_....
Loans (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.PX.US\",\"name\":\"0836_T1.6_....
Loans (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.TR.US\",\"name\":\"0718_T1.6_....
Loans (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTL.CD.OT.AR.US\",\"name\":\"0052_T1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.BE.US\",\"name\":\"0648_T1.6_....
Other debt liabilities 3\\/ (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.EA.US\",\"name\":\"0528_T1.5_....
Other debt instruments 4\\/ (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.EN.US\",\"name\":\"0943_T1.6_....
Other debt liabilities 3\\/ (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.EX.US\",\"name\":\"0766_T1.6_....
Other debt liabilities 3\\/ (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.GE.US\",\"name\":\"0467_T1.5_....
Other debt instruments 4\\/ (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.NE.US\",\"name\":\"0589_T1.5_....
Other debt instruments 4\\/ (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.OC.US\",\"name\":\"0884_T1.6_....
Other debt liabilities 3\\/ (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.PX.US\",\"name\":\"0825_T1.6_....
Other debt liabilities 3\\/ (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.TR.US\",\"name\":\"0707_T1.6_....
Other debt liabilities 3\\/ (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.CB.AR.US\",\"name\":\"0041_T1_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.BE.US\",\"name\":\"0621_T1.6_....
Other debt liabilities 3\\/ (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.EA.US\",\"name\":\"0500_T1.5_....
Other debt instruments 4\\/ (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.EN.US\",\"name\":\"0916_T1.6_....
Other debt liabilities 3\\/ (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.EX.US\",\"name\":\"0739_T1.6_....
Other debt liabilities 3\\/ (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.GE.US\",\"name\":\"0439_T1.5_....
Other debt instruments 4\\/ (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.NE.US\",\"name\":\"0561_T1.5_....
Other debt instruments 4\\/ (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.OC.US\",\"name\":\"0857_T1.6_....
Other debt liabilities 3\\/ (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.PX.US\",\"name\":\"0798_T1.6_....
Other debt liabilities 3\\/ (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.TR.US\",\"name\":\"0680_T1.6_....
Other debt liabilities 3\\/ (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.GG.AR.US\",\"name\":\"0014_T1_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.HN.US\",\"name\":\"0339_T1.2_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.BE.US\",\"name\":\"0635_T1.6_....
Other debt liabilities 3\\/ (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.EA.US\",\"name\":\"0515_T1.5_....
Other debt instruments 4\\/ (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.EN.US\",\"name\":\"0930_T1.6_....
Other debt liabilities 3\\/ (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.EX.US\",\"name\":\"0753_T1.6_....
Other debt liabilities 3\\/ (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.GE.US\",\"name\":\"0454_T1.5_....
Other debt instruments 4\\/ (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.NE.US\",\"name\":\"0576_T1.5_....
Other debt instruments 4\\/ (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.OC.US\",\"name\":\"0871_T1.6_....
Other debt liabilities 3\\/ (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.PX.US\",\"name\":\"0812_T1.6_....
Other debt liabilities 3\\/ (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.TR.US\",\"name\":\"0694_T1.6_....
Other debt liabilities 3\\/ (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.MA.AR.US\",\"name\":\"0028_T1_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.NC.US\",\"name\":\"0326_T1.2_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OF.US\",\"name\":\"0313_T1.2_....
Other debt liabilities 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OT.AR.BE.US\",\"name\":\"0661_T1.6_....
Other debt liabilities 3\\/ (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OT.AR.EA.US\",\"name\":\"0541_T1.5_....
Other debt instruments 4\\/ (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OT.AR.EN.US\",\"name\":\"0956_T1.6_....
Other debt liabilities 3\\/ (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OT.AR.EX.US\",\"name\":\"0779_T1.6_....
Other debt liabilities 3\\/ (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DLTO.CD.OT.AR.GE.US\",\"name\":\"0480_T1.5_....
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Development Indicators\"},\"sourceNote\":\"Short-term external debt is defined
as debt that has an original maturity of one year or less. Available data
permit no distinction between public and private nonguaranteed short-term
debt. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.BE.US\",\"name\":\"0637_T1.6_.. Short-term
(Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.EA.US\",\"name\":\"0517_T1.5_..
Short-term (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.EN.US\",\"name\":\"0932_T1.6_..
Short-term (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.EX.US\",\"name\":\"0755_T1.6_..
Short-term (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.GE.US\",\"name\":\"0456_T1.5_..
Short-term (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.NE.US\",\"name\":\"0578_T1.5_..
Short-term (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.OC.US\",\"name\":\"0873_T1.6_..
Short-term (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.PX.US\",\"name\":\"0814_T1.6_..
Short-term (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.TR.US\",\"name\":\"0696_T1.6_..
Short-term (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.AR.US\",\"name\":\"0030_T1_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.TD.MP.US\",\"name\":\"0278_T1.1_..
Short-term (Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.TD.MV.US\",\"name\":\"0293_T1.1_..
Short-term (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.CB.TD.NV.US\",\"name\":\"0263_T1.1_..
Short-term (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.DC.T5.US\",\"name\":\"253_T5_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.CB.EU.US\",\"name\":\"1003_T2.1_..
Short-term 4\\/ (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.CB.JY.US\",\"name\":\"1020_T2.1_..
Short-term 4\\/ (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.CB.OT.US\",\"name\":\"1037_T2.1_..
Short-term 4\\/ (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.CB.TO.US\",\"name\":\"0969_T2.1_..
Short-term 4\\/ (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.CB.US.US\",\"name\":\"0986_T2.1_..
Short-term 4\\/ (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.GG.EU.US\",\"name\":\"0997_T2.1_..
Short-term 4\\/ (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.GG.JY.US\",\"name\":\"1014_T2.1_..
Short-term 4\\/ (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.GG.OT.US\",\"name\":\"1031_T2.1_..
Short-term 4\\/ (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.GG.TO.US\",\"name\":\"0963_T2.1_..
Short-term 4\\/ (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.GG.US.US\",\"name\":\"0980_T2.1_..
Short-term 4\\/ (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.MA.EU.US\",\"name\":\"1000_T2.1_..
Short-term (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.MA.JY.US\",\"name\":\"1017_T2.1_..
Short-term (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.MA.OT.US\",\"name\":\"1034_T2.1_..
Short-term (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.MA.TO.US\",\"name\":\"0966_T2.1_..
Short-term (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.MA.US.US\",\"name\":\"0983_T2.1_..
Short-term (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.OT.EU.US\",\"name\":\"1006_T2.1_..
Short-term 4\\/ (Euro)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.OT.JY.US\",\"name\":\"1023_T2.1_..
Short-term 4\\/ (Yen)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.OT.OT.US\",\"name\":\"1040_T2.1_..
Short-term 4\\/ (Other)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.OT.TO.US\",\"name\":\"0972_T2.1_..
Short-term 4\\/ (Total)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.OT.US.US\",\"name\":\"0989_T2.1_..
Short-term 4\\/ (U.S. dollar)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.FC.T5.US\",\"name\":\"250_T5_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.BE.US\",\"name\":\"0609_T1.6_..
Short-term (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.EA.US\",\"name\":\"0487_T1.5_..
Short-term (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.EN.US\",\"name\":\"0904_T1.6_..
Short-term (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.EX.US\",\"name\":\"0727_T1.6_..
Short-term (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.GE.US\",\"name\":\"0426_T1.5_..
Short-term (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.NE.US\",\"name\":\"0548_T1.5_..
Short-term (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.OC.US\",\"name\":\"0845_T1.6_..
Short-term (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.PX.US\",\"name\":\"0786_T1.6_..
Short-term (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.TR.US\",\"name\":\"0668_T1.6_..
Short-term (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.AR.US\",\"name\":\"0002_T1_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.TD.MP.US\",\"name\":\"0272_T1.1_..
Short-term (Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.TD.MV.US\",\"name\":\"0287_T1.1_..
Short-term (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.GG.TD.NV.US\",\"name\":\"0257_T1.1_..
Short-term (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.HN.US\",\"name\":\"0328_T1.2_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.BE.US\",\"name\":\"0623_T1.6_..
Short-term (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.EA.US\",\"name\":\"0502_T1.5_..
Short-term (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.EN.US\",\"name\":\"0918_T1.6_..
Short-term (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.EX.US\",\"name\":\"0741_T1.6_..
Short-term (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.GE.US\",\"name\":\"0441_T1.5_..
Short-term (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.NE.US\",\"name\":\"0563_T1.5_..
Short-term (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.OC.US\",\"name\":\"0859_T1.6_..
Short-term (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.PX.US\",\"name\":\"0800_T1.6_..
Short-term (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.TR.US\",\"name\":\"0682_T1.6_..
Short-term (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.AR.US\",\"name\":\"0016_T1_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.TD.MP.US\",\"name\":\"0275_T1.1_..
Short-term (Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.TD.MV.US\",\"name\":\"0290_T1.1_..
Short-term (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.MA.TD.NV.US\",\"name\":\"0260_T1.1_..
Short-term (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.NC.US\",\"name\":\"0315_T1.2_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OF.US\",\"name\":\"0302_T1.2_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.BE.US\",\"name\":\"0650_T1.6_..
Short-term (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.EA.US\",\"name\":\"0530_T1.5_..
Short-term (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.EN.US\",\"name\":\"0945_T1.6_..
Short-term (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.EX.US\",\"name\":\"0768_T1.6_..
Short-term (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.GE.US\",\"name\":\"0469_T1.5_..
Short-term (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.NE.US\",\"name\":\"0591_T1.5_..
Short-term (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.OC.US\",\"name\":\"0886_T1.6_..
Short-term (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.PX.US\",\"name\":\"0827_T1.6_..
Short-term (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.TR.US\",\"name\":\"0709_T1.6_..
Short-term (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.OT.AR.US\",\"name\":\"0043_T1_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.CD.US\",\"name\":\"Short-term,
Total\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.IR.ZS\",\"name\":\"Short-term
debt (% of total reserves)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Short-term debt includes all debt having an
original maturity of one year or less and interest in arrears on long-term
debt. Total reserves includes gold.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DSTC.PR.DS.US\",\"name\":\"0389_T1.3_....
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.PU.DS.US\",\"name\":\"0386_T1.3_....
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTC.XP.ZS\",\"name\":\"Short-term
debt (% of exports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Short-term external debt is defined
as debt that has an original maturity of one year or less. Available data
permit no distinction between public and private nonguaranteed short-term
debt.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DSTC.ZS\",\"name\":\"Short-term
debt (% of total external debt)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Short-term debt includes all debt
having an original maturity of one year or less and interest in arrears on
long-term debt. Total external debt is debt owed to nonresidents repayable
in currency, goods, or services. Total external debt is the sum of public,
publicly guaranteed, and private nonguaranteed long-term debt, use of IMF
credit, and short-term debt.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.DSTL.CD.CB.AR.BE.US\",\"name\":\"0640_T1.6_....
Loans (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTM.CD.OT.AR.US\",\"name\":\"0045_T1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTO.CD.HN.US\",\"name\":\"0333_T1.2_....
Other debt liabilities 4\\/ 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTO.CD.NC.US\",\"name\":\"0320_T1.2_....
Other debt liabilities 4\\/ 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTO.CD.OF.US\",\"name\":\"0307_T1.2_....
Other debt liabilities 4\\/ 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.BE.US\",\"name\":\"0641_T1.6_....
Trade credit and advances (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.EA.US\",\"name\":\"0521_T1.5_....
Trade credit and advances (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.EN.US\",\"name\":\"0936_T1.6_....
Trade credit and advances (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.EX.US\",\"name\":\"0759_T1.6_....
Trade credit and advances (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.GE.US\",\"name\":\"0460_T1.5_....
Trade credit and advances (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.NE.US\",\"name\":\"0582_T1.5_....
Trade credit and advances (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.OC.US\",\"name\":\"0877_T1.6_....
Trade credit and advances (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.PX.US\",\"name\":\"0818_T1.6_....
Trade credit and advances (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.TR.US\",\"name\":\"0700_T1.6_....
Trade credit and advances (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.CB.AR.US\",\"name\":\"0034_T1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.BE.US\",\"name\":\"0613_T1.6_....
Trade credit and advances (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.EA.US\",\"name\":\"0491_T1.5_....
Trade credit and advances (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.EN.US\",\"name\":\"0908_T1.6_....
Trade credit and advances (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.EX.US\",\"name\":\"0731_T1.6_....
Trade credit and advances (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.GE.US\",\"name\":\"0430_T1.5_....
Trade credit and advances (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.NE.US\",\"name\":\"0552_T1.5_....
Trade credit and advances (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.OC.US\",\"name\":\"0849_T1.6_....
Trade credit and advances (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.PX.US\",\"name\":\"0790_T1.6_....
Trade credit and advances (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.TR.US\",\"name\":\"0672_T1.6_....
Trade credit and advances (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.GG.AR.US\",\"name\":\"0006_T1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.HN.US\",\"name\":\"0332_T1.2_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.BE.US\",\"name\":\"0627_T1.6_....
Trade credit and advances (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.EA.US\",\"name\":\"0506_T1.5_....
Trade credit and advances (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.EN.US\",\"name\":\"0922_T1.6_....
Trade credit and advances (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.EX.US\",\"name\":\"0745_T1.6_....
Trade credit and advances (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.GE.US\",\"name\":\"0445_T1.5_....
Trade credit and advances (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.NE.US\",\"name\":\"0567_T1.5_....
Trade credit and advances (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.OC.US\",\"name\":\"0863_T1.6_....
Trade credit and advances (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.PX.US\",\"name\":\"0804_T1.6_....
Trade credit and advances (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.TR.US\",\"name\":\"0686_T1.6_....
Trade credit and advances (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.MA.AR.US\",\"name\":\"0020_T1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.NC.US\",\"name\":\"0319_T1.2_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OF.US\",\"name\":\"0306_T1.2_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.BE.US\",\"name\":\"0654_T1.6_....
Trade credit and advances (Positon at beginning of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.EA.US\",\"name\":\"0534_T1.5_....
Trade credit and advances (External Assets in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.EN.US\",\"name\":\"0949_T1.6_....
Trade credit and advances (Positon at end of period)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.EX.US\",\"name\":\"0772_T1.6_....
Trade credit and advances (Exchange rate changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.GE.US\",\"name\":\"0473_T1.5_....
Trade credit and advances (Gross External Debt Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.NE.US\",\"name\":\"0595_T1.5_....
Trade credit and advances (Net External Debt )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.OC.US\",\"name\":\"0890_T1.6_....
Trade credit and advances (Other changes in volume)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.PX.US\",\"name\":\"0831_T1.6_....
Trade credit and advances (Other price changes)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.TR.US\",\"name\":\"0713_T1.6_....
Trade credit and advances (Transactions)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.AR.US\",\"name\":\"0047_T1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.TD.MP.US\",\"name\":\"0281_T1.1_..
Short-term (Difference Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.TD.MV.US\",\"name\":\"0296_T1.1_..
Short-term (Market Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSTT.CD.OT.TD.NV.US\",\"name\":\"0266_T1.1_..
Short-term (Nominal Value)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.GG.AR.EA.US\",\"name\":\"0492_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (External Assets
in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.GG.AR.GE.US\",\"name\":\"0431_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (Gross External Debt
Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.GG.AR.NE.US\",\"name\":\"0553_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (Net External Debt
)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.MA.AR.EA.US\",\"name\":\"0507_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (External Assets
in Debt Instruments )\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.MA.AR.GE.US\",\"name\":\"0446_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (Gross External Debt
Position)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.DSUN.CD.MA.AR.NE.US\",\"name\":\"0568_T1.5_....
Unallocated gold accounts included in monetary gold 3\\/ (Net External Debt
)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.LOLT.CD.PR.AR.US\",\"name\":\"0369_T1.3_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.LOLT.CD.PU.AR.US\",\"name\":\"0352_T1.3_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.LOST.CD.PR.AR.US\",\"name\":\"0363_T1.3_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.LOST.CD.PU.AR.US\",\"name\":\"0345_T1.3_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.MDRI.CD\",\"name\":\"Debt
forgiveness grants (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Debt forgiveness grants data cover
both debt cancelled by agreement between debtor and creditor and a reduction
in the net present value of non-ODA debt achieved by concessional rescheduling
or refinancing. The data are on a disbursement basis and cover flows from
all bilateral and multilateral donors. Data are in current U.S. dollars. Regional
and unspecified allocations are excluded from aggregate data. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.MIBR.CD\",\"name\":\"PPG,
IBRD (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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 25 percent
or more. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.MIDA.CD\",\"name\":\"PPG, IDA (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt outstanding from the International Development Association (IDA) is concessional.
Concessional debt is defined as loans with an original grant element of 25
percent or more. The grant element of a loan is the grant equivalent expressed
as a percentage of the amount committed. It is used as a measure of the overall
cost of borrowing. The grant equivalent of a loan is its commitment (present)
value, less the discounted present value of its contractual debt service;
conventionally, future service payments are discounted at 10 percent. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.MLAT.CD\",\"name\":\"PPG,
multilateral (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.MLAT.ZS\",\"name\":\"Multilateral debt (% of total
external debt)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Multilateral
debt to total external debt stocks.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.MLTC.CD\",\"name\":\"PPG, multilateral concessional
(DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed multilateral
loans include loans and credits from the World Bank, regional development
banks, and other multilateral and intergovernmental agencies. Excluded are
loans from funds administered by an international organization on behalf of
a single donor government; these are classified as loans from governments.
Concessional debt is defined as loans with an original grant element of 25
percent or more. The grant element of a loan is the grant equivalent expressed
as a percentage of the amount committed. It is used as a measure of the overall
cost of borrowing. The grant equivalent of a loan is its commitment (present)
value, less the discounted present value of its contractual debt service;
conventionally, future service payments are discounted at 10 percent. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.MLTN.CD\",\"name\":\"Debt
outstanding and disbursed, PPG Multilateral on nonconcessional terms (DOD,
current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.MMST.CD.PR.AR.US\",\"name\":\"0362_T1.3_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.MMST.CD.PU.AR.US\",\"name\":\"0344_T1.3_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.MWBG.CD\",\"name\":\"IBRD
loans and IDA credits (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"IBRD loans and IDA credits are
public and publicly guaranteed debt extended by the World Bank Group. The
International Bank for Reconstruction and Development (IBRD) lends at market
rates. Credits from the International Development Association (IDA) are at
concessional rates. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.OFFT.CD\",\"name\":\"PPG, official creditors (DOD,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.OFFT.CD.PR.AR.US\",\"name\":\"0359_T1.3_Publicly
Guaranteed Private Sector External Debt 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.CD.PU.AR.US\",\"name\":\"0341_T1.3_Public
Sector External Debt 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PR.AR.US\",\"name\":\"0381_T1.3_..
Publicly-Guaranteed Private Sector External Debt 10\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PR.DS.US\",\"name\":\"0388_T1.3_..
Publicly-Guaranteed Private Sector External Debt\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PR.IN.AR.US\",\"name\":\"0383_T1.3_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PR.PR.AR.US\",\"name\":\"0382_T1.3_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PU.AR.US\",\"name\":\"0378_T1.3_..
Public Sector External Debt 10\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PU.DS.US\",\"name\":\"0385_T1.3_..
Public Sector External Debt\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PU.IN.AR.US\",\"name\":\"0380_T1.3_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OFFT.PU.PR.AR.US\",\"name\":\"0379_T1.3_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OLLT.CD.PR.AR.US\",\"name\":\"0371_T1.3_....
Other debt liabilities 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OLLT.CD.PU.AR.US\",\"name\":\"0354_T1.3_....
Other debt liabilities 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OOST.CD.PR.AR.US\",\"name\":\"0365_T1.3_....
Other debt liabilities 6\\/ 7\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.OOST.CD.PU.AR.US\",\"name\":\"0347_T1.3_....
Other debt liabilities 6\\/ 7\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PBND.CD\",\"name\":\"PPG,
bonds (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed debt from bonds
that are either publicly issued or privately placed. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PCBK.CD\",\"name\":\"PPG, commercial banks (DOD,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed commercial bank loans from private banks and other
private financial institutions. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PCCR.US\",\"name\":\"192_T3_Paris Club member creditors
6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPR.LT.US\",\"name\":\"198_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPR.ST.US\",\"name\":\"197_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPR.US\",\"name\":\"196_T3_..
Publicly-Guaranteed Private Sector External Debt\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPU.LT.US\",\"name\":\"195_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPU.ST.US\",\"name\":\"194_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PCPU.US\",\"name\":\"193_T3_..
Public Sector External Debt\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PGNG.CD\",\"name\":\"Debt
outstanding and disbursed, PPG and PNG private creditors (DOD, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from private creditors include bonds that are either publicly issued
or privately placed; commercial bank loans from private banks and other private
financial institutions; and other private credits from manufacturers, exporters,
and other suppliers of goods, and bank credits covered by a guarantee of an
export credit agency. Long-term debt outstanding and disbursed (LDOD) is the
total outstanding long-term debt at year end. \_Private nonguaranteed long-term
debt outstanding and disbursed (LDOD) is an external obligation of a private
debtor that is not guaranteed for repayment by a public entity. Long-term
debt outstanding and disbursed (LDOD) is the total outstanding long-term debt
at year end. Long-term external debt is defined as debt that has an original
or extended maturity of more than one year and that is owed to nonresidents
and repayable in currency, goods, or services. \_\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.PNGB.CD\",\"name\":\"PNG,
bonds (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from bonds that
are privately placed. Private nonguaranteed long-term debt outstanding and
disbursed is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term commercial
bank loans from private banks and other private financial institutions. Private
nonguaranteed long-term debt outstanding and disbursed is an external obligation
of a private debtor that is not guaranteed for repayment by a public entity.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.PRAE.IL.US\",\"name\":\"232_T4_....
Debt liabilities of direct investors to direct investment enterprises \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBA.CD.LT.US\",\"name\":\"184_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBA.CD.ST.US\",\"name\":\"183_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBA.CD.US\",\"name\":\"182_T3_..
Deposit-taking Corporations, except the Central Bank, creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBL.CD.LT.US\",\"name\":\"181_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBL.CD.ST.US\",\"name\":\"180_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBL.CD.US\",\"name\":\"179_T3_..
Official bilateral creditors 4\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRBN.LT.AR.US\",\"name\":\"226_T4_....
Debt securities\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRCD.LT.AR.US\",\"name\":\"225_T4_....
Currency and deposits 6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRCD.ST.AR.US\",\"name\":\"219_T4_....
Currency and deposits 6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRDI.IL.US\",\"name\":\"231_T4_....
Debt liabilities of direct investment enterprises to direct investors \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRFE.IL.US\",\"name\":\"233_T4_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRLO.LT.AR.US\",\"name\":\"227_T4_....
Loans\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRLO.ST.AR.US\",\"name\":\"221_T4_....
Loans\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRLT.CD.PR.AR.US\",\"name\":\"0366_T1.3_..
Long-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRMM.ST.AR.US\",\"name\":\"220_T4_....
Debt securities\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRMU.CD.LT.US\",\"name\":\"178_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRMU.CD.ST.US\",\"name\":\"177_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRMU.CD.US\",\"name\":\"176_T3_..
Multilateral creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PROD.LT.AR.US\",\"name\":\"229_T4_....
Other debt liabilities 7\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PROD.ST.AR.US\",\"name\":\"223_T4_....
Other debt liabilities 7\\/ 8\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PROP.CD\",\"name\":\"PPG,
other private creditors (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.PROT.CD.LT.US\",\"name\":\"187_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PROT.CD.ST.US\",\"name\":\"186_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PROT.CD.US\",\"name\":\"185_T3_..
Other creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRST.CD.PR.AR.US\",\"name\":\"0360_T1.3_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRTC.LT.AR.US\",\"name\":\"228_T4_....
Trade credit and advances\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRTC.ST.AR.US\",\"name\":\"222_T4_....
Trade credit and advances\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRTD.CD.LT.US\",\"name\":\"190_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRTD.CD.ST.US\",\"name\":\"189_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRTD.CD.US\",\"name\":\"188_T3_..
Debt securities' holders 5\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.AR.T4.US\",\"name\":\"239_T4_..
Publicly-Guaranteed Private Sector External Debt 11\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.CD\",\"name\":\"External
debt stocks, long-term private sector (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Long-term private sector external
debt conveys information about the distribution of long-term debt for DRS
countries by type of debtor (private banks and private entities). 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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PRVS.CD.AR.US\",\"name\":\"015_T1_.. Publicly-Guaranteed
Private Sector External Debt \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.CD.LT.US\",\"name\":\"006_T1_..
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.CD.ST.US\",\"name\":\"005_T1_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.CD.T3.US\",\"name\":\"175_T3_Publicly-Guaranteed
Private Sector External Debt\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.CD.US\",\"name\":\"004_T1_Publicly-Guaranteed
Private Sector External Debt 4\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.DI.US\",\"name\":\"230_T4_..
Direct Investment: Intercompany Lending 10\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.DS.LT.T4.US\",\"name\":\"248_T4_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.DS.ST.T4.US\",\"name\":\"247_T4_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.DS.T4.US\",\"name\":\"246_T4_..
Publicly-Guaranteed Private Sector External Debt \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.IR.T4.US\",\"name\":\"241_T4_....
Interest\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.LT.TO.US\",\"name\":\"224_T4_..
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.PR.T4.US\",\"name\":\"240_T4_....
Principal\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.ST.AR.US\",\"name\":\"218_T4_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVS.TO.T4.US\",\"name\":\"217_T4_Publicly
Guaranteed Private Sector External Debt 5\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PRVT.CD\",\"name\":\"PPG,
private creditors (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PSDR.LT.AR.US\",\"name\":\"207_T4_.... Special
drawing rights (allocations) 9\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUAE.IL.US\",\"name\":\"215_T4_....
Debt liabilities of direct investors to direct investment enterprises \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBA.CD.LT.US\",\"name\":\"168_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBA.CD.ST.US\",\"name\":\"167_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBA.CD.US\",\"name\":\"166_T3_..
Deposit-taking Corporations, except the Central Bank, creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBL.CD.LT.US\",\"name\":\"165_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBL.CD.ST.US\",\"name\":\"164_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBL.CD.US\",\"name\":\"163_T3_..
Official bilateral creditors 4\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBN.LT.AR.US\",\"name\":\"209_T4_....
Debt securities\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.AR.T4.US\",\"name\":\"236_T4_..
Public Sector External Debt 11\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.CD\",\"name\":\"External
debt stocks, long-term public sector (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Long-term public sector external
debt conveys information about the distribution of long-term debt for DRS
countries by type of debtor (central government, state and local government,
central bank, public and mixed enterprises, and official development banks).
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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PUBS.CD.AR.US\",\"name\":\"014_T1_.. Public Sector
External Debt \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.CD.LT.US\",\"name\":\"003_T1_..
Long-term *\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.CD.ST.US\",\"name\":\"002_T1_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.CD.T3.US\",\"name\":\"159_T3_Public
Sector External Debt\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.CD.US\",\"name\":\"001_T1_Public
Sector External Debt 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.DI.US\",\"name\":\"213_T4_..
Direct investment: Intercompany lending 10\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.DS.LT.T4.US\",\"name\":\"245_T4_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.DS.ST.T4.US\",\"name\":\"244_T4_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.DS.T4.US\",\"name\":\"243_T4_..
Public Sector External Debt \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.IR.T4.US\",\"name\":\"238_T4_....
Interest\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.LT.TO.US\",\"name\":\"206_T4_..
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.PR.T4.US\",\"name\":\"237_T4_....
Principal\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.ST.AR.US\",\"name\":\"200_T4_..
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUBS.TO.T4.US\",\"name\":\"199_T4_Public
Sector External Debt 4\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUCD.LT.AR.US\",\"name\":\"208_T4_....
Currency and deposits 6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUCD.ST.AR.US\",\"name\":\"201_T4_....
Currency and deposits 6\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUDI.IL.US\",\"name\":\"214_T4_....
Debt liabilities of direct investment enterprises to direct investors \",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUFE.IL.US\",\"name\":\"216_T4_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PULO.LT.AR.US\",\"name\":\"210_T4_....
Loans\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PULO.ST.AR.US\",\"name\":\"203_T4_....
Loans\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PULT.CD.PU.AR.US\",\"name\":\"0348_T1.3_..
Long-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUMM.ST.AR.US\",\"name\":\"202_T4_....
Debt securities\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUMU.CD.LT.US\",\"name\":\"162_T3_....
Long-term*\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUMU.CD.ST.US\",\"name\":\"161_T3_....
\ Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUMU.CD.US\",\"name\":\"160_T3_..
Multilateral creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUOD.LT.AR.US\",\"name\":\"212_T4_....
Other debt liabilities 7\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUOO.ST.AR.US\",\"name\":\"205_T4_....
Other debt liabilities 7\\/ 8\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUOT.CD.LT.US\",\"name\":\"171_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUOT.CD.ST.US\",\"name\":\"170_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUOT.CD.US\",\"name\":\"169_T3_..
Other creditors\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUST.CD.PU.AR.US\",\"name\":\"0342_T1.3_..
Short-term\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUTC.LT.AR.US\",\"name\":\"211_T4_....
Trade credit and advances\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUTC.ST.AR.US\",\"name\":\"204_T4_....
Trade credit and advances\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUTD.CD.LT.US\",\"name\":\"174_T3_....
Long-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUTD.CD.ST.US\",\"name\":\"173_T3_....
Short-term\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PUTD.CD.US\",\"name\":\"172_T3_..
Debt securities' holders 5\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.PVLX.CD\",\"name\":\"Present
value of external debt (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Present value of debt is the sum
of short-term external debt plus the discounted sum of total debt service
payments due on public, publicly guaranteed, and private nonguaranteed long-term
external debt over the life of existing loans. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.PVLX.EX.ZS\",\"name\":\"Present
value of external debt (% of exports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Present value of debt is the sum
of short-term external debt plus the discounted sum of total debt service
payments due on public, publicly guaranteed, and private nonguaranteed long-term
external debt over the life of existing loans. The exports denominator is
a three-year average.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.PVLX.GN.ZS\",\"name\":\"Present value of external
debt (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Present
value of debt is the sum of short-term external debt plus the discounted sum
of total debt service payments due on public, publicly guaranteed, and private
nonguaranteed long-term external debt over the life of existing loans. The
GNI denominator is a three-year average.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.DOD.PVLX.ND.ZS\",\"name\":\"Present
value to nominal value of debt (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Present value of debt is the sum
of short-term external debt plus the discounted sum of total debt service
payments due on public, publicly guaranteed, and private nonguaranteed long-term
external debt over the life of existing loans. \_Total external debt is debt
owed to nonresidents repayable in currency, goods, or services. Total external
debt is the sum of public, publicly guaranteed, and private nonguaranteed
long-term debt, use of IMF credit, and short-term debt. Short-term debt includes
all debt having an original maturity of one year or less and interest in arrears
on long-term debt. Data are in current U.S. dollars. \_\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.DOD.RSDL.CD\",\"name\":\"Residual,
debt stock-flow reconciliation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The residual difference, i.e. the
change in stock not explained by any of the factors identified under debt
stock-flow reconciliation, is calculated as the sum of identified accounts
minus the change in stock. Where the latter is large it can, in some cases,
serve as an illustration of the inconsistencies in the reported data. More
often however, it can be explained by specific borrowing phenomenon in individual
countries. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOD.SDLT.CD.PU.US\",\"name\":\"0349_T1.3_.... Special
drawing rights (allocations) 8\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.TCLT.CD.PR.AR.US\",\"name\":\"0370_T1.3_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.TCLT.CD.PU.AR.US\",\"name\":\"0353_T1.3_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.TCST.CD.PR.AR.US\",\"name\":\"0364_T1.3_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.TCST.CD.PU.AR.US\",\"name\":\"0346_T1.3_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOD.VTOT.CD\",\"name\":\"External
debt stocks, variable rate (DOD, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Variable interest rate is long-term
external debt with interest rates that float with movements in a key market
rate; for example, the London interbank offered rate (LIBOR) or the U.S. prime
rate. This item conveys information about the borrower's exposure to changes
in international interest rates. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DOR.DECT.AR.US\",\"name\":\"1109_T3.1_Arrears: By Sector\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CB.AR.US\",\"name\":\"1112_T3.1_..
Deposit-Taking Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CB.DS.US\",\"name\":\"1118_T3.1_..
Deposit-Taking Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CD.CB.AR.US\",\"name\":\"1073_T3.1_Deposit-taking
Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CD.GG.AR.US\",\"name\":\"1047_T3.1_General
Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CD.IL.US\",\"name\":\"1099_T3.1_Direct
Investment: Intercompany Lending 7\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CD.MA.AR.US\",\"name\":\"1060_T3.1_Central
Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.CD.OT.AR.US\",\"name\":\"1086_T3.1_Other
Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.DS.US\",\"name\":\"1115_T3.1_Debt
securities by Sector: Short-term on a remaining maturity basis 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.GG.AR.US\",\"name\":\"1110_T3.1_..
General Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.GG.DS.US\",\"name\":\"1116_T3.1_..
General Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.IL.AR.US\",\"name\":\"1114_T3.1_..
Direct Investment: Intercompany Lending\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.MA.AR.US\",\"name\":\"1111_T3.1_..
Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.MA.DS.US\",\"name\":\"1117_T3.1_..
Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.OT.AR.US\",\"name\":\"1113_T3.1_..
Other Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.OT.DS.US\",\"name\":\"1119_T3.1_..
Other Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DECT.RL.US\",\"name\":\"1120_T3.1_Reserve
related liabilities 8\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DIDI.CD.IL.US\",\"name\":\"1101_T3.1_....
Debt liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DIFE.CD.IL.US\",\"name\":\"1103_T3.1_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DIIE.CD.IL.US\",\"name\":\"1102_T3.1_....
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLBN.CD.CB.AR.US\",\"name\":\"1082_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLBN.CD.GG.AR.US\",\"name\":\"1056_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLBN.CD.MA.AR.US\",\"name\":\"1069_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLBN.CD.OT.AR.US\",\"name\":\"1095_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLCD.CD.CB.AR.US\",\"name\":\"1081_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLCD.CD.MA.AR.US\",\"name\":\"1068_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLCD.CD.OT.AR.US\",\"name\":\"1094_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTC.CD.GG.AR.US\",\"name\":\"1055_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTL.CD.CB.AR.US\",\"name\":\"1083_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTL.CD.GG.AR.US\",\"name\":\"1057_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTL.CD.MA.AR.US\",\"name\":\"1070_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTL.CD.OT.AR.US\",\"name\":\"1096_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTO.CD.CB.AR.US\",\"name\":\"1085_T3.1_....
Other debt liabilities 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTO.CD.GG.AR.US\",\"name\":\"1059_T3.1_....
Other debt liabilities 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTO.CD.MA.AR.US\",\"name\":\"1072_T3.1_....
Other debt liabilities 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTO.CD.OT.AR.US\",\"name\":\"1098_T3.1_....
Other debt liabilities 5\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTT.CD.CB.US\",\"name\":\"1084_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTT.CD.GG.AR.US\",\"name\":\"1058_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTT.CD.MA.AR.US\",\"name\":\"1071_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLTT.CD.OT.AR.US\",\"name\":\"1097_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLXF.CD.CB.AR.US\",\"name\":\"1080_T3.1_..
Long-term debt obligations due for payment within one year or less\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLXF.CD.GG.AR.US\",\"name\":\"1054_T3.1_..
Long-term debt obligations due for payment within one year or less\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLXF.CD.MA.AR.US\",\"name\":\"1067_T3.1_..
Long-term debt obligations due for payment within one year or less\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DLXF.CD.OT.AR.US\",\"name\":\"1093_T3.1_..
Long-term debt obligations due for payment within one year or less\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSCD.CD.CB.AR.US\",\"name\":\"1075_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSCD.CD.GG.AR.US\",\"name\":\"1049_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSCD.CD.MA.AR.US\",\"name\":\"1062_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSCD.CD.OT.AR.US\",\"name\":\"1088_T3.1_....
Currency and deposits 4\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSOO.CD.CB.AR.US\",\"name\":\"1079_T3.1_....
Other debt liabilities 5\\/ 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSOO.CD.GG.AR.US\",\"name\":\"1053_T3.1_....
Other debt liabilities 5\\/ 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSOO.CD.MA.AR.US\",\"name\":\"1066_T3.1_....
Other debt liabilities 5\\/ 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSOO.CD.OT.AR.US\",\"name\":\"1092_T3.1_....
Other debt liabilities 5\\/ 6\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.CB.AR.US\",\"name\":\"1074_T3.1_..
Short-term debt on an original maturity basis\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.GG.AR.US\",\"name\":\"1048_T3.1_..
Short-term debt on an original maturity basis\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.IL.AR.US\",\"name\":\"1100_T3.1_..
Short-term on an original maturity basis\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.MA.AR.US\",\"name\":\"1061_T3.1_..
Short-term debt on an original maturity basis\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.OT.AR.US\",\"name\":\"1087_T3.1_..
Short-term debt on an original maturity basis\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTC.CD.RM.AR.US\",\"name\":\"1108_T3.1_Total
Short-Term External Debt (remaining maturity basis)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTL.CD.CB.AR.US\",\"name\":\"1077_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTL.CD.GG.AR.US\",\"name\":\"1051_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTL.CD.MA.AR.US\",\"name\":\"1064_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTL.CD.OT.AR.US\",\"name\":\"1090_T3.1_....
Loans\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTM.CD.CB.AR.US\",\"name\":\"1076_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTM.CD.GG.AR.US\",\"name\":\"1050_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTM.CD.MA.AR.US\",\"name\":\"1063_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTM.CD.OT.AR.US\",\"name\":\"1089_T3.1_....
Debt securities\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTT.CD.CB.AR.US\",\"name\":\"1078_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTT.CD.GG.AR.US\",\"name\":\"1052_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTT.CD.MA.AR.US\",\"name\":\"1065_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.DSTT.CD.OT.AR.US\",\"name\":\"1091_T3.1_....
Trade credit and advances\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.LTDI.CD.IL.RM.AR.US\",\"name\":\"1105_T3.1_....
Debt liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.LTFE.CD.IL.RM.US\",\"name\":\"1107_T3.1_....
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.LTIE.CD.IL.RM.AR.US\",\"name\":\"1106_T3.1_....
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DOR.LTOT.CD.IL.RM.AR.US\",\"name\":\"1104_T3.1_..
Long-term debt obligations due for payment within one year or less\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.DSB.DPPG.CD\",\"name\":\"Debt
buyback (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Debt buyback is the repurchase by a debtor
of its own debt, discounted or at par. In the event of a buyback of long-term
debt, the face value of the debt bought back will be recorded as a decline
in the long-term debt stock, and the cash amount received by creditors will
be recorded as a principal repayment. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DSF.DPPG.CD\",\"name\":\"Debt stock reduction (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Debt
stock reductions show the amount that has been netted out of the stock of
debt using debt conversion schemes such as buybacks and equity swaps or the
discounted value of long-term bonds that were issued in exchange for outstanding
debt. It includes the effect of any financial operation that will reduce the
debt stock other than debt stock restructuring, repayment of principal and
debt forgiven. In particular, debt stock reduction will include the face value
of debt bought back, the face value of debt swapped for equity (or \\\"nature\\\"
or \\\"development\\\"), any face value reduction that might result as the
consequence of a bond exchange, and any face value reduction resulting from
an exchange of debt for discount bonds. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.DTA.DLXF.CD\",\"name\":\"Total stock of arrears (principal
and interest payments) (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Principal and interest payments
due but not paid. \",\"sourceOrganization\":\"World Bank, Global Development
Finance.\",\"topics\":[]},{\"id\":\"DT.DTA.OADJ.CD\",\"name\":\"Adjustment
to Arrears\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Adjustment
to Arrears. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"DT.DXR.DPPG.CD\",\"name\":\"Debt
stock rescheduled (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Debt stocks rescheduled is the
amount of debt outstanding rescheduled in any given year. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.GPA.DPPG\",\"name\":\"Average grace period on new external
debt commitments (years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Grace period is the period from the date of
signature of the loan or the issue of the financial instrument to the first
repayment of principal. To obtain the average, the grace periods for all public
and publicly guaranteed loans have been weighted by the amounts of the loans.
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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.GPA.OFFT\",\"name\":\"Average grace period on new external
debt commitments, official (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Grace period is the period from
the date of signature of the loan or the issue of the financial instrument
to the first repayment of principal. To obtain the average, the grace periods
for all public and publicly guaranteed loans have been weighted by the amounts
of the loans. 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.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.GPA.PRVT\",\"name\":\"Average grace period on new external
debt commitments, private (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Grace period is the period from
the date of signature of the loan or the issue of the financial instrument
to the first repayment of principal. To obtain the average, the grace periods
for all public and publicly guaranteed loans have been weighted by the amounts
of the loans. 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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.GRE.DPPG\",\"name\":\"Average
grant element on new external debt commitments (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. To obtain the average,
the grant elements for all public and publicly guaranteed loans have been
weighted by the amounts of the loans. 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 10
percent. Commitments cover the total amount of loans for which contracts were
signed in the year specified. 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 for private nonguaranteed debt are not available.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.GRE.OFFT\",\"name\":\"Average grant element on new
external debt commitments, official (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. To obtain the average,
the grant elements for all public and publicly guaranteed loans have been
weighted by the amounts of the loans. 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 10
percent. Commitments cover the total amount of loans for which contracts were
signed in the year specified. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.GRE.PRVT\",\"name\":\"Average grant element on new
external debt commitments, private (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. To obtain the average,
the grant elements for all public and publicly guaranteed loans have been
weighted by the amounts of the loans. 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 10
percent. Commitments cover the total amount of loans for which contracts were
signed in the year specified. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.HPC.COMR.PV\",\"name\":\"Debt relief committed under
HIPC initiative, cumulative US$ in end-2013 NPV terms\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Debt relief is committed as of the decision
point (assuming full participation of creditors) under the enhanced HIPC Initiative.
It is calculated as the amount needed to bring the net present value (NPV)
of the country's debt level to the thresholds established by the HIPC Initiative
(150 percent of exports or in certain cases 250 percent of fiscal revenues).
Topping-up assistance and assistance provided under the original HIPC Initiative
were committed in net present value terms as of the decision point and are
converted to end-20109 terms.\",\"sourceOrganization\":\"World Bank, Economic
Policy and Debt Department.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DT.HPC.MDRI.PV\",\"name\":\"Debt relief delivered
in full under MDRI initiative, cumulative US$ in end-2013 NPV terms\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Debt relief delivered in full under
MDRI initiative is the net present value of debt relief from International
Development Association, International Monetary Fund, African Development
Fund, and Inter-American Development Bank and delivered to countries having
reached the HIPC completion point converted to end-2010 terms.\",\"sourceOrganization\":\"World
Bank, Economic Policy and Debt Department.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DT.HPC.STTS\",\"name\":\"Status under enhanced
HIPC initiative\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"Indicator shows the status of heavily indebted poor
countries country under the enhanced HIPC initiative. Heavily indebted poor
countries reach HIPC decision point if they have a track record of macroeconomic
stability, have prepared an Interim Poverty Reduction Strategy through a participatory
process, and have cleared or reached an agreement on a process to clear, the
outstanding arrears to multilateral creditors. The amount of debt relief necessary
to bring countries\u2019 debt indicators to HIPC thresholds is calculated,
and countries begin receiving debt relief. Heavily indebted poor countries
reach HIPC completion point if they maintain macroeconomic stability under
a Poverty Reduction and Growth Facility (PRGF) supported program, carry out
key structural and social reforms agreed on at the decision point, and implement
satisfactorily Poverty Reduction Strategy for one year. Debt relief is then
provided irrevocably by the country\u2019s creditors.\",\"sourceOrganization\":\"World
Bank, Economic Policy and Debt Department.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"DT.INA.DECT.CD\",\"name\":\"Adjustments to
scheduled interest (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Interest due is actual amounts
of interest due in currency, goods, or services in the year specified. \_Interest
payments are actual amounts of interest paid in currency, goods, or services
in the year specified. This item includes interest paid on long-term debt,
IMF charges, and interest paid on short-term debt. Long-term external debt
is defined as debt that has an original or extended maturity of more than
one year and that is owed to nonresidents and repayable in currency, goods,
or services. Short-term external debt is defined as debt that has an original
maturity of one year or less. Available data permit no distinction between
public and private nonguaranteed short-term debt. \_Data are in current U.S.
dollars. \_\",\"sourceOrganization\":\"World Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.IND.DEXF.CD\",\"name\":\"Interest
due, total long-term and short term, including IMF per BOP (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Interest due is actual amounts
of interest due in currency, goods, or services in the year specified. \_\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.INP.DECT.00.03.MO.SA.US\",\"name\":\"038_T2_Interest
payments on SDR allocations (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.03.YR.SA.US\",\"name\":\"104_T2_Interest
payments on SDR allocations (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.04.06.MO.SA.US\",\"name\":\"049_T2_Interest
payments on SDR allocations (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.04.YR.SA.US\",\"name\":\"115_T2_Interest
payments on SDR allocations (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.05.10.YR.SA.US\",\"name\":\"137_T2_Interest
payments on SDR allocations (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.05.YR.SA.US\",\"name\":\"126_T2_Interest
payments on SDR allocations (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.07.09.MO.SA.US\",\"name\":\"060_T2_Interest
payments on SDR allocations (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.10.12.MO.SA.US\",\"name\":\"071_T2_Interest
payments on SDR allocations (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.10.15.YR.SA.US\",\"name\":\"148_T2_Interest
payments on SDR allocations (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.13.18.MO.SA.US\",\"name\":\"082_T2_Interest
payments on SDR allocations (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.19.24.MO.SA.US\",\"name\":\"093_T2_Interest
payments on SDR allocations (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.03.US\",\"name\":\"0118_T3_Interest
payments on SDR allocations (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.0912.US\",\"name\":\"0178_T3_Interest
payments on SDR allocations (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.1218.US\",\"name\":\"0198_T3_Interest
payments on SDR allocations (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.1824.US\",\"name\":\"0218_T3_Interest
payments on SDR allocations (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.36.US\",\"name\":\"0138_T3_Interest
payments on SDR allocations (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.69.US\",\"name\":\"0158_T3_Interest
payments on SDR allocations (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.03.US\",\"name\":\"1290_T3.2_Interest
payments on SDR allocations (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.0912.US\",\"name\":\"1545_T3.2_Interest
payments on SDR allocations (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.1218.US\",\"name\":\"1630_T3.2_Interest
payments on SDR allocations (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.1824.US\",\"name\":\"1715_T3.2_Interest
payments on SDR allocations (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.36.US\",\"name\":\"1375_T3.2_Interest
payments on SDR allocations (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.69.US\",\"name\":\"1460_T3.2_Interest
payments on SDR allocations (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.AR.IQ.US\",\"name\":\"1205_T3.2_Interest
payments on SDR allocations (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.CD.SA.IQ.US\",\"name\":\"0098_T3_Interest
payments on SDR allocations (immediate) 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INP.DECT.IQ.SA.00.US\",\"name\":\"027_T2_Interest
payments on SDR allocations (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.00.03.MO.SA.US\",\"name\":\"037_T2_Interest
receipts on SDR holdings (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.03.YR.SA.US\",\"name\":\"103_T2_Interest
receipts on SDR holdings (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.04.06.MO.SA.US\",\"name\":\"048_T2_Interest
receipts on SDR holdings (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.04.YR.SA.US\",\"name\":\"114_T2_Interest
receipts on SDR holdings (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.05.10.YR.SA.US\",\"name\":\"136_T2_Interest
receipts on SDR holdings (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.05.YR.SA.US\",\"name\":\"125_T2_Interest
receipts on SDR holdings (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.07.09.MO.SA.US\",\"name\":\"059_T2_Interest
receipts on SDR holdings (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.10.12.MO.SA.US\",\"name\":\"070_T2_Interest
receipts on SDR holdings (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.10.15.YR.SA.US\",\"name\":\"147_T2_Interest
receipts on SDR holdings (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.13.18.MO.SA.US\",\"name\":\"081_T2_Interest
receipts on SDR holdings (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.19.24.MO.SA.US\",\"name\":\"092_T2_Interest
receipts on SDR holdings (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.03.US\",\"name\":\"0117_T3_Interest
receipts on SDR holdings (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.0912.US\",\"name\":\"0177_T3_Interest
receipts on SDR holdings (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.1218.US\",\"name\":\"0197_T3_Interest
receipts on SDR holdings (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.1824.US\",\"name\":\"0217_T3_Interest
receipts on SDR holdings (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.36.US\",\"name\":\"0137_T3_Interest
receipts on SDR holdings (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.69.US\",\"name\":\"0157_T3_Interest
receipts on SDR holdings (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.03.US\",\"name\":\"1289_T3.2_Interest
receipts on SDR holdings (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.0912.US\",\"name\":\"1544_T3.2_Interest
receipts on SDR holdings (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.1218.US\",\"name\":\"1629_T3.2_Interest
receipts on SDR holdings (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.1824.US\",\"name\":\"1714_T3.2_Interest
receipts on SDR holdings (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.36.US\",\"name\":\"1374_T3.2_Interest
receipts on SDR holdings (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.69.US\",\"name\":\"1459_T3.2_Interest
receipts on SDR holdings (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.AR.IQ.US\",\"name\":\"1204_T3.2_Interest
receipts on SDR holdings (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.CD.SA.IQ.US\",\"name\":\"0097_T3_Interest
receipts on SDR holdings (immediate) 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DECT.IQ.SA.00.US\",\"name\":\"026_T2_Interest
receipts on SDR holdings (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INR.DPPG\",\"name\":\"Average
interest on new external debt commitments (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest represents the average
interest rate on all new public and publicly guaranteed loans contracted during
the year. To obtain the average, the interest rates for all public and publicly
guaranteed loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INR.OFFT\",\"name\":\"Average interest on new external
debt commitments, official (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest represents the average
interest rate on all new public and publicly guaranteed loans contracted during
the year. To obtain the average, the interest rates for all public and publicly
guaranteed loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INR.PRVT\",\"name\":\"Average
interest on new external debt commitments, private (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest represents the average
interest rate on all new public and publicly guaranteed loans contracted during
the year. To obtain the average, the interest rates for all public and publicly
guaranteed loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.BLAT.CD\",\"name\":\"PPG, bilateral (INT, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Bilateral
debt includes loans from governments and their agencies (including central
banks), loans from autonomous bodies, and direct loans from official export
credit agencies. Interest payments are actual amounts of interest paid by
the borrower in currency, goods, or services in the year specified. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INT.BLTC.CD\",\"name\":\"PPG,
bilateral concessional (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25 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 10 percent. Interest payments are
actual amounts of interest paid by the borrower in currency, goods, or services
in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.DEAE.CD.IL.03.US\",\"name\":\"1282_T3.2_.... Interest
(More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.0912.US\",\"name\":\"1537_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.1218.US\",\"name\":\"1622_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.1824.US\",\"name\":\"1707_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.24P.US\",\"name\":\"1792_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.36.US\",\"name\":\"1367_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.69.US\",\"name\":\"1452_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DEAE.CD.IL.IQ.US\",\"name\":\"1197_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD\",\"name\":\"Interest
payments on external debt, total (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest payments are actual amounts
of interest paid by the borrower in currency, goods, or services in the year
specified. This item includes interest paid on long-term debt, IMF charges,
and interest paid on short-term debt. 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. Short-term external debt is defined as debt that has an
original maturity of one year or less. Available data permit no distinction
between public and private nonguaranteed short-term debt. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.DECT.CD.00.03.MO.US\",\"name\":\"036_T2_.. Interest
(More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.03.US\",\"name\":\"0116_T3_..
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.03.YR.US\",\"name\":\"102_T2_..
Interest (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.04.06.MO.US\",\"name\":\"047_T2_..
Interest (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.04.YR.US\",\"name\":\"113_T2_..
Interest (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.05.10.YR.US\",\"name\":\"135_T2_..
Interest (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.05.YR.US\",\"name\":\"124_T2_..
Interest (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.07.09.MO.US\",\"name\":\"058_T2_..
Interest (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.0912.US\",\"name\":\"0176_T3_..
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.10.12.MO.US\",\"name\":\"069_T2_..
Interest (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.10.15.YR.US\",\"name\":\"146_T2_..
Interest (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.1218.US\",\"name\":\"0196_T3_..
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.13.18.MO.US\",\"name\":\"080_T2_..
Interest (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.15.UP.YR.US\",\"name\":\"157_T2_..
Interest (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.1824.US\",\"name\":\"0216_T3_..
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.19.24.MO.US\",\"name\":\"091_T2_..
Interest (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.24P.US\",\"name\":\"0236_T3_..
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DECT.CD.36.US\",\"name\":\"0136_T3_..
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.CB.AR.69.US\",\"name\":\"1429_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.CB.AR.IQ.US\",\"name\":\"1174_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.03.US\",\"name\":\"1224_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.0912.US\",\"name\":\"1479_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.1218.US\",\"name\":\"1564_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.1824.US\",\"name\":\"1649_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.24P.US\",\"name\":\"1734_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.36.US\",\"name\":\"1309_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.69.US\",\"name\":\"1394_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.GG.AR.IQ.US\",\"name\":\"1139_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.03.US\",\"name\":\"1243_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.0912.US\",\"name\":\"1498_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.1218.US\",\"name\":\"1583_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.1824.US\",\"name\":\"1668_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.24P.US\",\"name\":\"1753_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.36.US\",\"name\":\"1328_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.69.US\",\"name\":\"1413_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.MA.AR.IQ.US\",\"name\":\"1158_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.03.US\",\"name\":\"1275_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.0912.US\",\"name\":\"1530_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.1218.US\",\"name\":\"1615_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.1824.US\",\"name\":\"1700_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.24P.US\",\"name\":\"1785_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.36.US\",\"name\":\"1360_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.69.US\",\"name\":\"1445_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTO.CD.OT.AR.IQ.US\",\"name\":\"1190_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.03.US\",\"name\":\"1209_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.0912.US\",\"name\":\"1464_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.1218.US\",\"name\":\"1549_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.1824.US\",\"name\":\"1634_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.24P.US\",\"name\":\"1719_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.36.US\",\"name\":\"1294_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.69.US\",\"name\":\"1379_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.GG.IQ.US\",\"name\":\"1124_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.03.US\",\"name\":\"1228_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.0912.US\",\"name\":\"1483_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.1218.US\",\"name\":\"1568_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.1824.US\",\"name\":\"1653_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.24P.US\",\"name\":\"1738_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.36.US\",\"name\":\"1313_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.69.US\",\"name\":\"1398_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTS.CD.MA.AR.IQ.US\",\"name\":\"1143_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.03.US\",\"name\":\"1256_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.0912.US\",\"name\":\"1511_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.1218.US\",\"name\":\"1596_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.1824.US\",\"name\":\"1681_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.24P.US\",\"name\":\"1766_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.36.US\",\"name\":\"1341_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.69.US\",\"name\":\"1426_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.CB.AR.IQ.US\",\"name\":\"1171_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.03.US\",\"name\":\"1221_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.0912.US\",\"name\":\"1476_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.1218.US\",\"name\":\"1561_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.1824.US\",\"name\":\"1646_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.24P.US\",\"name\":\"1731_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.36.US\",\"name\":\"1306_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.69.US\",\"name\":\"1391_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.GG.AR.IQ.US\",\"name\":\"1136_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.03.US\",\"name\":\"1240_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.0912.US\",\"name\":\"1495_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.1218.US\",\"name\":\"1580_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.1824.US\",\"name\":\"1665_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.24P.US\",\"name\":\"1750_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.36.US\",\"name\":\"1325_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.69.US\",\"name\":\"1410_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLTT.CD.MA.AR.IQ.US\",\"name\":\"1155_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.DLXF.CD\",\"name\":\"Interest
payments on external debt, long-term (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest payments on long-term
debt are actual amounts of interest paid by the borrower in currency, goods,
or services 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.DPNG.CD\",\"name\":\"Interest payments on external
debt, private nonguaranteed (PNG) (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Interest payments are actual amounts of
interest paid by the borrower in currency, goods, or services in the year
specified. Long-term external debt is defined as debt that has an original
or extended maturity of more than one year and that is owed to nonresidents
and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.DPPG.CD\",\"name\":\"Interest payments on external
debt, public and publicly guaranteed (PPG) (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Interest payments are actual amounts of interest
paid by the borrower in currency, goods, or services 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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.DSTC.CD\",\"name\":\"Interest payments on external
debt, short-term (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest payments on short-term
debt are actual amounts of interest paid by the borrower in currency, goods,
or services in the year specified. This item includes interest paid on long-term
debt, IMF charges, and interest paid on short-term debt. Short-term external
debt is defined as debt that has an original maturity of one year or less.
Available data permit no distinction between public and private nonguaranteed
short-term debt. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.MIBR.CD\",\"name\":\"PPG, IBRD (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25 percent or more. Interest payments are actual amounts
of interest paid by the borrower in currency, goods, or services in the year
specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.MIDA.CD\",\"name\":\"PPG, IDA (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt outstanding from the International Development Association (IDA) is concessional.
Concessional debt is defined as loans with an original grant element of 25
percent or more. The grant element of a loan is the grant equivalent expressed
as a percentage of the amount committed. It is used as a measure of the overall
cost of borrowing. The grant equivalent of a loan is its commitment (present)
value, less the discounted present value of its contractual debt service;
conventionally, future service payments are discounted at 10 percent. Interest
payments are actual amounts of interest paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.MLAT.CD\",\"name\":\"PPG, multilateral (INT, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Interest payments are actual amounts of interest paid by the
borrower in currency, goods, or services in the year specified. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INT.MLTC.CD\",\"name\":\"PPG,
multilateral concessional (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
multilateral loans include loans and credits from the World Bank, regional
development banks, and other multilateral and intergovernmental agencies.
Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Concessional debt is defined as loans with an original grant
element of 25 percent or more. The grant element of a loan is the grant equivalent
expressed as a percentage of the amount committed. It is used as a measure
of the overall cost of borrowing. The grant equivalent of a loan is its commitment
(present) value, less the discounted present value of its contractual debt
service; conventionally, future service payments are discounted at 10 percent.
Interest payments are actual amounts of interest paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.OFFT.CD\",\"name\":\"PPG, official creditors (INT,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Interest payments are actual amounts
of interest paid by the borrower in currency, goods, or services in the year
specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.PBND.CD\",\"name\":\"PPG, bonds (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from bonds that are either publicly issued or privately placed. Interest
payments are actual amounts of interest paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.PCBK.CD\",\"name\":\"PPG, commercial banks (INT,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed commercial bank loans from private banks and other
private financial institutions. Interest payments are actual amounts of interest
paid by the borrower in currency, goods, or services in the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INT.PGNG.CD\",\"name\":\"Interest
payments, PPG and PNG Private creditors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from private creditors include bonds that are either publicly issued
or privately placed; commercial bank loans from private banks and other private
financial institutions; and other private credits from manufacturers, exporters,
and other suppliers of goods, and bank credits covered by a guarantee of an
export credit agency. Interest payments (LINT) are actual amounts of interest
paid in currency, goods, or services in the year specified. \_Private nonguaranteed
external debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Interest payments (LINT) are actual amounts
of interest paid in currency, goods, or services in the year specified. Long-term
external debt is defined as debt that has an original or extended maturity
of more than one year and that is owed to nonresidents and repayable in currency,
goods, or services.\",\"sourceOrganization\":\"World Bank, Global Development
Finance.\",\"topics\":[]},{\"id\":\"DT.INT.PNGB.CD\",\"name\":\"PNG, bonds
(INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from bonds that
are privately placed. Interest payments are actual amounts of interest paid
by the borrower in currency, goods, or services in the year specified. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INT.PNGC.CD\",\"name\":\"PNG,
commercial banks and other creditors (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term commercial
bank loans from private banks and other private financial institutions. Interest
payments are actual amounts of interest paid by the borrower in currency,
goods, or services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.PROP.CD\",\"name\":\"PPG, other private creditors
(INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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. Interest payments
are actual amounts of interest paid by the borrower in currency, goods, or
services in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.INT.PRVS.CD.00.03.MO.US\",\"name\":\"033_T2_.. Interest
(More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.03.YR.US\",\"name\":\"099_T2_..
Interest (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.04.06.MO.US\",\"name\":\"044_T2_..
Interest (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.04.YR.US\",\"name\":\"110_T2_..
Interest (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.05.10.YR.US\",\"name\":\"132_T2_..
Interest (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.05.YR.US\",\"name\":\"121_T2_..
Interest (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.07.09.MO.US\",\"name\":\"055_T2_..
Interest (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.10.12.MO.US\",\"name\":\"066_T2_..
Interest (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.10.15.YR.US\",\"name\":\"143_T2_..
Interest (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.13.18.MO.US\",\"name\":\"077_T2_..
Interest (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.15.UP.YR.US\",\"name\":\"154_T2_..
Interest (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.19.24.MO.US\",\"name\":\"088_T2_..
Interest (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVS.CD.IQ.00.US\",\"name\":\"022_T2_..
Interest (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PRVT.CD\",\"name\":\"PPG,
private creditors (INT, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Interest payments are actual amounts of interest paid
by the borrower in currency, goods, or services in the year specified. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.INT.PUBS.CD.00.03.MO.US\",\"name\":\"030_T2_..
Interest (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.03.YR.US\",\"name\":\"096_T2_..
Interest (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.04.06.MO.US\",\"name\":\"041_T2_..
Interest (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.04.YR.US\",\"name\":\"107_T2_..
Interest (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.05.10.YR.US\",\"name\":\"129_T2_..
Interest (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.05.YR.US\",\"name\":\"118_T2_..
Interest (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.07.09.MO.US\",\"name\":\"052_T2_..
Interest (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.10.12.MO.US\",\"name\":\"063_T2_..
Interest (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.10.15.YR.US\",\"name\":\"140_T2_..
Interest (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.13.18.MO.US\",\"name\":\"074_T2_..
Interest (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.15.UP.YR.US\",\"name\":\"151_T2_..
Interest (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.19.24.MO.US\",\"name\":\"085_T2_..
Interest (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INT.PUBS.CD.IQ.00.US\",\"name\":\"019_T2_..
Interest (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.03.US\",\"name\":\"1218_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.0912.US\",\"name\":\"1473_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.1218.US\",\"name\":\"1558_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.1824.US\",\"name\":\"1643_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.24P.US\",\"name\":\"1728_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.36.US\",\"name\":\"1303_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.69.US\",\"name\":\"1388_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTL.CD.GG.AR.IQ.US\",\"name\":\"1133_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.03.US\",\"name\":\"1272_T3.2_....
Interest (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.0912.US\",\"name\":\"1527_T3.2_....
Interest (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.1218.US\",\"name\":\"1612_T3.2_....
Interest (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.1824.US\",\"name\":\"1697_T3.2_....
Interest (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.24P.US\",\"name\":\"1782_T3.2_....
Interest (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.36.US\",\"name\":\"1357_T3.2_....
Interest (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.69.US\",\"name\":\"1442_T3.2_....
Interest (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.INTS.DLTT.CD.OT.AR.IQ.US\",\"name\":\"1187_T3.2_....
Interest (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IWA.DECT.CD.OT.HH.AR.US\",\"name\":\"0411_T1.4_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IWA.DECT.CD.OT.NB.AR.US\",\"name\":\"0405_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IWA.DECT.CD.OT.NF.AR.US\",\"name\":\"0408_T1.4_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DECT.CD.CB.AR.US\",\"name\":\"0399_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DECT.CD.GG.AR.US\",\"name\":\"0393_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DECT.CD.MA.AR.US\",\"name\":\"0396_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DECT.CD.OT.AR.US\",\"name\":\"0402_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DIDI.CD.IL.US\",\"name\":\"0417_T1.4_..
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DIFE.CD.IL.US\",\"name\":\"0423_T1.4_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DIIE.CD.IL.US\",\"name\":\"0420_T1.4_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.IXA.DPPG.CD\",\"name\":\"Interest
arrears, long-term DOD (US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest in arrears on long-term
debt is defined as interest payment due but not paid, on a cumulative basis.
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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXA.DPPG.CD.CG\",\"name\":\"Net change in interest
arrears (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net change in interest arrears is the variation
in the total amount of interest in arrears between two consecutive years.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.IXA.OFFT.CD\",\"name\":\"Interest
arrears, official creditors (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Interest in arrears on long-term
debt is defined as interest payment due but not paid, on a cumulative basis.
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. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXA.PRVT.CD\",\"name\":\"Interest arrears, private
creditors (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Interest in arrears on long-term debt is defined
as interest payment due but not paid, on a cumulative basis. Debt from private
creditors include bonds that are either publicly issued or privately placed;
commercial bank loans from private banks and other private financial institutions;
and other private credits from manufacturers, exporters, and other suppliers
of goods, and bank credits covered by a guarantee of an export credit agency.
Long-term external debt is defined as debt that has an original or extended
maturity of more than one year and that is owed to nonresidents by residents
of an economy and repayable in currency, goods, or services. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXF.DPPG.CD\",\"name\":\"Interest forgiven (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
forgiven is the amount of interest due or in arrears that was written off
or forgiven in any given year. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXR.DPPG.CD\",\"name\":\"Interest rescheduled (capitalized)
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
rescheduled is the amount of interest due or in arrears that was rescheduled
in any given year. (Interest capitalized is the interest that became part
of the stock of debt due to a rescheduling operation.) Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXR.OFFT.CD\",\"name\":\"Interest rescheduled, official
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
rescheduled is the amount of interest due or in arrears that was rescheduled
in any given year. Debt from official creditors includes loans from international
organizations (multilateral loans) and loans from governments (bilateral loans).
Loans from international organizations 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.IXR.PRVT.CD\",\"name\":\"Interest rescheduled, private
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
rescheduled is the amount of interest due or in arrears that was rescheduled
in any given year. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.MAT.DPPG\",\"name\":\"Average maturity on new external
debt commitments (years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Maturity is the number of years to original
maturity date, which is the sum of grace and repayment periods. Grace period
for principal is the period from the date of signature of the loan or the
issue of the financial instrument to the first repayment of principal. The
repayment period is the period from the first to last repayment of principal.
To obtain the average, the maturity for all public and publicly guaranteed
loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.MAT.OFFT\",\"name\":\"Average
maturity on new external debt commitments, official (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Maturity is the number of years
to original maturity date, which is the sum of grace and repayment periods.
Grace period for principal is the period from the date of signature of the
loan or the issue of the financial instrument to the first repayment of principal.
The repayment period is the period from the first to last repayment of principal.
To obtain the average, the maturity for all public and publicly guaranteed
loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World Bank, International Debt
Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.MAT.PRVT\",\"name\":\"Average
maturity on new external debt commitments, private (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Maturity is the number of years
to original maturity date, which is the sum of grace and repayment periods.
Grace period for principal is the period from the date of signature of the
loan or the issue of the financial instrument to the first repayment of principal.
The repayment period is the period from the first to last repayment of principal.
To obtain the average, the maturity for all public and publicly guaranteed
loans have been weighted by the amounts of the loans. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.BLAT.CD\",\"name\":\"Net financial flows, bilateral
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from governments
and their agencies (including central banks), loans from autonomous bodies,
and direct loans from official export credit agencies. Net flows (or net lending
or net disbursements) received by the borrower during the year are disbursements
minus principal repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.BLTC.CD\",\"name\":\"PPG, bilateral concessional
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from governments
and their agencies (including central banks), loans from autonomous bodies,
and direct loans from official export credit agencies. Concessional debt is
defined as loans with an original grant element of 25 percent or more. The
grant element of a loan is the grant equivalent expressed as a percentage
of the amount committed. It is used as a measure of the overall cost of borrowing.
The grant equivalent of a loan is its commitment (present) value, less the
discounted present value of its contractual debt service; conventionally,
future service payments are discounted at 10 percent. Net flows (or net lending
or net disbursements) received by the borrower during the year are disbursements
minus principal repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.BOND.CD\",\"name\":\"Portfolio investment, bonds
(PPG + PNG) (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Bonds are securities issued with
a fixed rate of interest for a period of more than one year. They include
net flows through cross-border public and publicly guaranteed and private
nonguaranteed bond issues. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NFL.DECT.CD\",\"name\":\"Net
flows on external debt, total (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net flows on external debt are
disbursements on long-term external debt and IMF purchases minus principal
repayments on long-term external debt and IMF repurchases up to 1984. Beginning
in 1985 this line includes the change in stock of short-term debt (including
interest arrears for long-term debt). Thus, if the change in stock is positive,
a disbursement is assumed to have taken place; if negative, a repayment is
assumed to have taken place. Long-term external debt is defined as debt that
has an original or extended maturity of more than one year and that is owed
to nonresidents by residents of an economy and repayable in currency, goods,
or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.DLXF.CD\",\"name\":\"Net flows on external debt,
long-term (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net flows (or net lending or net
disbursements) received by the borrower during the year are disbursements
minus principal repayments. 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.DPNG.CD\",\"name\":\"Net flows on external debt,
private nonguaranteed (PNG) (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed external
debt is an external obligation of a private debtor that is not guaranteed
for repayment by a public entity. Net flows (or net lending or net disbursements)
received by the borrower during the year are disbursements minus principal
repayments. Long-term external debt is defined as debt that has an original
or extended maturity of more than one year and that is owed to nonresidents
by residents of an economy and repayable in currency, goods, or services.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NFL.DPPG.CD\",\"name\":\"Net
flows on external debt, public and publicly guaranteed (PPG) (NFL, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Net flows (or net lending or net disbursements)
received by the borrower during the year are disbursements minus principal
repayments. 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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NFL.DSTC.CD\",\"name\":\"Net
flows on external debt, short-term (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net flows (or net lending or net
disbursements) received by the borrower during the year are disbursements
minus principal repayments. Short-term external debt is defined as debt that
has an original maturity of one year or less. Available data permit no distinction
between public and private nonguaranteed short-term debt. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.IAEA.CD\",\"name\":\"Net official flows from UN
agencies, IAEA (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at non-concessional terms (irrespective
of the nature or the identity of the original creditor). UN agencies are United
Nations includes the United Nations Children's Fund (UNICEF), United Nations
Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World
Food Programme (WFP), International Fund for Agricultural Development (IFAD),
United Nations Development Programme (UNDP), United Nations Population Fund
(UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme
on HIV\\/AIDS (UNAIDS), and United Nations Regular Programme for Technical
Assistance (UNTA). Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.IFAD.CD\",\"name\":\"Net official flows
from UN agencies, IFAD (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.IMFC.CD\",\"name\":\"Net financial flows,
IMF concessional (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net financial flows received by
the borrower during the year are disbursements of loans and credits less repayments
of principal. IMF is the International Monetary Fund, which provides concessional
lending through its Extended Credit Facility, Standby Credit Facility, and
Rapid Credit Facility. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.IMFN.CD\",\"name\":\"Net financial flows, IMF nonconcessional
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net financial flows received by the borrower
during the year are disbursements of loans and credits less repayments of
principal. IMF is the International Monetary Fund, which provides nonconcessional
lending through the credit it provides to its members, mainly to meet balance
of payments needs. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.MIBR.CD\",\"name\":\"Net financial flows, IBRD
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net financial flows received by the borrower
during the year are disbursements of loans and credits less repayments of
principal. IBRD is the International Bank for Reconstruction and Development,
the founding and largest member of the World Bank Group. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.MIDA.CD\",\"name\":\"Net financial flows, IDA (NFL,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
financial flows received by the borrower during the year are disbursements
of loans and credits less repayments of principal. IDA is the International
Development Association, the concessional loan window of the World Bank Group.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NFL.MLAT.CD\",\"name\":\"Net
financial flows, multilateral (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 flows (or net lending or net disbursements) received by the
borrower during the year are disbursements minus principal repayments. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NFL.MLTC.CD\",\"name\":\"PPG,
multilateral concessional (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
multilateral loans include loans and credits from the World Bank, regional
development banks, and other multilateral and intergovernmental agencies.
Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Concessional debt is defined as loans with an original grant
element of 25 percent or more. The grant element of a loan is the grant equivalent
expressed as a percentage of the amount committed. It is used as a measure
of the overall cost of borrowing. The grant equivalent of a loan is its commitment
(present) value, less the discounted present value of its contractual debt
service; conventionally, future service payments are discounted at 10 percent.
Net flows (or net lending or net disbursements) received by the borrower during
the year are disbursements minus principal repayments. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.MOTH.CD\",\"name\":\"Net financial flows, others
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net financial flows received by the borrower
during the year are disbursements of loans and credits less repayments of
principal. Others is a residual category in the World Bank's Debtor Reporting
System. It includes such institutions as the Caribbean Development Fund, Council
of Europe, European Development Fund, Islamic Development Bank, Nordic Development
Fund, and the like. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.NEBR.CD\",\"name\":\"EBRD, private nonguaranteed
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt privately placed
from the European Bank for Reconstruction and Development (EBRD). Net flows
(or net lending or net disbursements) received by the borrower during the
year are disbursements minus principal repayments. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.NIFC.CD\",\"name\":\"IFC, private nonguaranteed
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt privately placed
from the International Finance Corporation (IFC). Net flows (or net lending
or net disbursements) received by the borrower during the year are disbursements
minus principal repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.OFFT.CD\",\"name\":\"PPG, official creditors (NFL,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed debt from official creditors includes loans from international
organizations (multilateral loans) and loans from governments (bilateral loans).
Loans from international organization include loans and credits from the World
Bank, regional development banks, and other multilateral and intergovernmental
agencies. Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Government loans include loans from governments and their agencies
(including central banks), loans from autonomous bodies, and direct loans
from official export credit agencies. Net flows (or net lending or net disbursements)
received by the borrower during the year are disbursements minus principal
repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PBND.CD\",\"name\":\"PPG, bonds (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from bonds that are either publicly issued or privately placed. Net flows
(or net lending or net disbursements) received by the borrower during the
year are disbursements minus principal repayments. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PCBK.CD\",\"name\":\"PPG, commercial banks (NFL,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed commercial bank loans from private banks and other
private financial institutions. Net flows (or net lending or net disbursements)
received by the borrower during the year are disbursements minus principal
repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PCBO.CD\",\"name\":\"Commercial banks and other
lending (PPG + PNG) (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Commercial bank and other lending
includes net commercial bank lending (public and publicly guaranteed and private
nonguaranteed) and other private credits. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PNGB.CD\",\"name\":\"PNG, bonds (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from
bonds that are privately placed. Net flows (or net lending or net disbursements)
received by the borrower during the year are disbursements minus principal
repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term commercial
bank loans from private banks and other private financial institutions. Net
flows (or net lending or net disbursements) received by the borrower during
the year are disbursements minus principal repayments. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PROP.CD\",\"name\":\"PPG, other private creditors
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed other private
credits from manufacturers, exporters, and other suppliers of goods, and bank
credits covered by a guarantee of an export credit agency. Net flows (or net
lending or net disbursements) received by the borrower during the year are
disbursements minus principal repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.PRVT.CD\",\"name\":\"PPG, private creditors (NFL,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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 flows (or net lending
or net disbursements) received by the borrower during the year are disbursements
minus principal repayments. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.RDBC.CD\",\"name\":\"Net financial flows, RDB concessional
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net financial flows received by the borrower
during the year are disbursements of loans and credits less repayments of
principal. Concessional financial flows cover disbursements made through concessional
lending facilities. Regional development banks are the African Development
Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa;
the Asian Development Bank, in Manila, Philippines, which serves South and
Central Asia and East Asia and Pacific; the European Bank for Reconstruction
and Development, in London, United Kingdom, which serves Europe and Central
Asia; and the Inter-American Development Bank, in Washington, D.C., which
serves the Americas. Aggregates include amounts for economies not specified
elsewhere. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.RDBN.CD\",\"name\":\"Net financial flows, RDB nonconcessional
(NFL, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net financial flows received by the borrower
during the year are disbursements of loans and credits less repayments of
principal. Nonconcessional financial flows cover all disbursements except
those made through concessional lending facilities. Regional development banks
are the African Development Bank, in Tunis, Tunisia, which serves all of Africa,
including North Africa; the Asian Development Bank, in Manila, Philippines,
which serves South and Central Asia and East Asia and Pacific; the European
Bank for Reconstruction and Development, in London, United Kingdom, which
serves Europe and Central Asia; and the Inter-American Development Bank, in
Washington, D.C., which serves the Americas. Aggregates include amounts for
economies not specified elsewhere. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NFL.UNAI.CD\",\"name\":\"Net official flows from UN
agencies, UNAIDS (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNCF.CD\",\"name\":\"Net official flows
from UN agencies, UNICEF (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNCR.CD\",\"name\":\"Net official flows
from UN agencies, UNHCR (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNDP.CD\",\"name\":\"Net official flows
from UN agencies, UNDP (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNEC.CD\",\"name\":\"Net official flows
from UN agencies, UNECE (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at non-concessional terms (irrespective
of the nature or the identity of the original creditor). UN agencies are United
Nations includes the United Nations Children's Fund (UNICEF), United Nations
Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World
Food Programme (WFP), International Fund for Agricultural Development (IFAD),
United Nations Development Programme (UNDP), United Nations Population Fund
(UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme
on HIV\\/AIDS (UNAIDS), and United Nations Regular Programme for Technical
Assistance (UNTA). Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNFP.CD\",\"name\":\"Net official flows
from UN agencies, UNFPA (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNPB.CD\",\"name\":\"Net official flows
from UN agencies, UNPBF (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNRW.CD\",\"name\":\"Net official flows
from UN agencies, UNRWA (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.UNTA.CD\",\"name\":\"Net official flows
from UN agencies, UNTA (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.WFPG.CD\",\"name\":\"Net official flows
from UN agencies, WFP (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at nonconcessional terms (irrespective of
the nature or the identity of the original creditor). UN agencies are United
Nations and include the United Nations Children\u2019s Fund (UNICEF), United
Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA),
United Nations Regular Programme for Technical Assistance (UNTA), International
Atomic Energy Agency (IAEA), International Fund for Agricul\xADtural Development
(IFAD), Joint United Nations Programme on HIV\\/AIDS (UNAIDS), United Nations
Development Programme (UNDP), United Nations Economic Commission for Europe
(UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency
(UNHCR), World Food Programme (WFP), and World Health Organization (WHO).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NFL.WHOL.CD\",\"name\":\"Net official flows
from UN agencies, WHO (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official flows from UN agencies
are the net disbursements of total official flows from the UN agencies. Total
official flows are the sum of Official Development Assistance (ODA) or official
aid and Other Official Flows (OOF) and represent the total disbursements by
the official sector at large to the recipient country. Net disbursements are
gross disbursements of grants and loans minus repayments of principal on earlier
loans. ODA consists of loans made on concessional terms (with a grant element
of at least 25 percent, calculated at a rate of discount of 10 percent) and
grants made to promote economic development and welfare in countries and territories
in the DAC list of ODA recipients. Official aid refers to aid flows 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. OOF
are transactions by the official sector whose main objective is other than
development-motivated, or, if development-motivated, whose grant element is
below the 25 per cent threshold which would make them eligible to be recorded
as ODA. The main classes of transactions included here are official export
credits, official sector equity and portfolio investment, and debt reorganization
undertaken by the official sector at non-concessional terms (irrespective
of the nature or the identity of the original creditor). UN agencies are United
Nations includes the United Nations Children's Fund (UNICEF), United Nations
Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World
Food Programme (WFP), International Fund for Agricultural Development (IFAD),
United Nations Development Programme (UNDP), United Nations Population Fund
(UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme
on HIV\\/AIDS (UNAIDS), and United Nations Regular Programme for Technical
Assistance (UNTA). Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.NTR.BLAT.CD\",\"name\":\"PPG, bilateral (NTR,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Bilateral
debt includes 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.BLTC.CD\",\"name\":\"PPG, bilateral concessional
(NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from governments
and their agencies (including central banks), loans from autonomous bodies,
and direct loans from official export credit agencies. Concessional debt is
defined as loans with an original grant element of 25 percent or more. The
grant element of a loan is the grant equivalent expressed as a percentage
of the amount committed. It is used as a measure of the overall cost of borrowing.
The grant equivalent of a loan is its commitment (present) value, less the
discounted present value of its contractual debt service; conventionally,
future service payments are discounted at 10 percent. Net transfers are net
flows minus interest payments during the year; negative transfers show net
transfers made by the borrower to the creditor during the year. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NTR.DECT.CD\",\"name\":\"Net
transfers on external debt, total (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NTR.DLXF.CD\",\"name\":\"Net
transfers on external debt, long-term (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net transfers are net flows minus
interest payments during the year; negative transfers show net transfers made
by the borrower to the creditor during the year. Long-term external debt is
defined as debt that has an original or extended maturity of more than one
year and that is owed to nonresidents by residents of an economy and repayable
in currency, goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.DPNG.CD\",\"name\":\"Net transfers on external
debt, private nonguaranteed (PNG) (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.DPPG.CD\",\"name\":\"Net transfers on external
debt, public and publicly guaranteed (PPG) (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public debt is an external obligation
of a public debtor, including the national government, a political subdivision
(or an agency of either), and autonomous public bodies. Publicly guaranteed
debt is an external obligation of a private debtor that is guaranteed for
repayment by a public entity. Net transfers are net flows minus interest payments
during the year; negative transfers show net transfers made by the borrower
to the creditor during the year. Long-term external debt is defined as debt
that has an original or extended maturity of more than one year and that is
owed to nonresidents by residents of an economy and repayable in currency,
goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.MIBR.CD\",\"name\":\"PPG, IBRD (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.MIDA.CD\",\"name\":\"PPG, IDA (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt outstanding from the International Development Association (IDA) is concessional.
Concessional debt is defined as loans with an original grant element of 25
percent or more. The grant element of a loan is the grant equivalent expressed
as a percentage of the amount committed. It is used as a measure of the overall
cost of borrowing. The grant equivalent of a loan is its commitment (present)
value, less the discounted present value of its contractual debt service;
conventionally, future service payments are discounted at 10 percent. Net
transfers are net flows minus interest payments during the year; negative
transfers show net transfers made by the borrower to the creditor during the
year. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.MLAT.CD\",\"name\":\"PPG, multilateral (NTR, current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.MLTC.CD\",\"name\":\"PPG, multilateral concessional
(NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed multilateral
loans include loans and credits from the World Bank, regional development
banks, and other multilateral and intergovernmental agencies. Excluded are
loans from funds administered by an international organization on behalf of
a single donor government; these are classified as loans from governments.
Concessional debt is defined as loans with an original grant element of 25
percent or more. The grant element of a loan is the grant equivalent expressed
as a percentage of the amount committed. It is used as a measure of the overall
cost of borrowing. The grant equivalent of a loan is its commitment (present)
value, less the discounted present value of its contractual debt service;
conventionally, future service payments are discounted at 10 percent. Net
transfers are net flows minus interest payments during the year; negative
transfers show net transfers made by the borrower to the creditor during the
year. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.OFFT.CD\",\"name\":\"PPG, official creditors (NTR,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.PBND.CD\",\"name\":\"PPG, bonds (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public and publicly guaranteed
debt from bonds that are either publicly issued or privately placed. Net transfers
are net flows minus interest payments during the year; negative transfers
show net transfers made by the borrower to the creditor during the year. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NTR.PCBK.CD\",\"name\":\"PPG,
commercial banks (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.PNGB.CD\",\"name\":\"PNG, bonds (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from
bonds that are privately placed. Net transfers are net flows minus interest
payments during the year; negative transfers show net transfers made by the
borrower to the creditor during the year. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank,
International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.NTR.PROP.CD\",\"name\":\"PPG, other private creditors
(NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed other private
credits from manufacturers, exporters, and other suppliers of goods, and bank
credits covered by a guarantee of an export credit agency. Net transfers are
net flows minus interest payments during the year; negative transfers show
net transfers made by the borrower to the creditor during the year. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.NTR.PRVT.CD\",\"name\":\"PPG,
private creditors (NTR, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.ODA.ALLD.CD\",\"name\":\"Net official development assistance
and official aid received (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ALLD.GD.ZS\",\"name\":\"Net ODA received
(% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank GDP estimates
are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.GI.ZS\",\"name\":\"Net
official development assistance received (% of gross capital formation)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid includes both official development
assistance (ODA) and official aid. Ratios are computed using values in U.S.
dollars converted at official exchange rates.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
and World Bank GCF estimates.\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.GN.ZS\",\"name\":\"Net
ODA received (% of GNP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Aid includes both official development assistance
(ODA) and official aid. Ratios are computed using values in U.S. dollars converted
at official exchange rates.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, and
World Bank GNI estimates.\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.HIV.CNTRL.CD\",\"name\":\"ODA
aid disbursements for STD control including HIV\\/AIDS, all donors (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development, Geographical Distribution of Financial
Flows to Developing Countries, Development Co-operation Report, and International
Development Statistics database. Data are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.
\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.HIV.MITI.CD\",\"name\":\"ODA aid disbursements
for Social mitigation of HIV\\/AIDS, all donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Special programmes to address the
consequences of HIV\\/AIDS, e.g. social, legal and economic assistance to
people living with HIV\\/AIDS including food security and employment; support
to vulnerable groups and children orphaned by HIV\\/AIDS; human rights of
HIV\\/AIDS affected people. Note: data for Sub-Saharan Africa include \\\"South
of Sahara regional\\\". Detailed descriptions are available www.oecd.org\\/dac\\/stats\\/crs\\/directives.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development, Geographical Distribution of Financial
Flows to Developing Countries, Development Co-operation Report, and International
Development Statistics database. Data are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.
\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.KD\",\"name\":\"Net official development
assistance and official aid received (constant 2013 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 2012 U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ALLD.MLR.CNTRL.CD\",\"name\":\"ODA aid
disbursements for Malaria control, all donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Official development assistance
(ODA) disbursements for malaria control are spending on prevention and control
of malaria. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.MP.ZS\",\"name\":\"Net
ODA received (% exports and imports)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid includes both official development
assistance (ODA) and official aid. Ratios are computed using values in U.S.
dollars converted at official exchange rates.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
and World Bank imports of goods and services estimates.\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.PC.ZS\",\"name\":\"Net
official development assistance received per capita (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid per capita includes both official
development assistance (ODA) and official aid, and is calculated by dividing
total aid by the midyear population estimate.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
and World Bank population estimates.\",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.PRVT.CD\",\"name\":\"Total
ODA Private Net, all donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019 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\u2019 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. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.ALLD.XP.ZS\",\"name\":\"Net
ODA received (% of central government expenditure)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid includes both official development
assistance (ODA) and official aid. Ratios are computed using values in U.S.
dollars converted at official exchange rates.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
and IMF central government expense estimates.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ADMN.CD\",\"name\":\"Gross
ODA aid disbursement for administrative costs of donors, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"These
are described as administrative costs. Data are expressed in current U.S.
dollars.\",\"sourceOrganization\":\"Development Assistance Committee of the
Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.AGPA.BDGT.CD\",\"name\":\"Gross
ODA aid disbursement for general budget support, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as general budget support. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.AGPA.CD\",\"name\":\"Gross
ODA aid disbursement for commodity and general program assistance, DAC donors
total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.AGPA.FOOD.CD\",\"name\":\"Gross
ODA aid disbursement for developmental food aid\\/food security assistance,
DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as food aid and
food security programmes. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.AGPA.OCOM.CD\",\"name\":\"Gross
ODA aid disbursement for other commodity assistance, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ALLS.CD\",\"name\":\"Gross
ODA aid disbursement for all sectors and functions, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is the aggregate total of all gross aid disbursements. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.CD\",\"name\":\"Net
ODA received from DAC donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.CD.PC\",\"name\":\"Net
ODA received per capita from DAC donors(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Official development assistance
and net official aid record the actual international transfer by the donor
of financial resources or of goods or services valued at the cost to the donor,
less any repayments of loan principal during the same period. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. World Bank population
estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.DEBT.CD\",\"name\":\"Gross
ODA aid disbursement for action related to debt, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.BKFN.CD\",\"name\":\"Gross
ODA aid disbursement for banking & financial services, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as financial policy and administrative management; monetary institutions;
formal sector financial intermediaries; informal\\/semi-formal financial intermediaries
and education\\/training in banking and financial services. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.BUSN.CD\",\"name\":\"Gross
ODA aid disbursement for business & other services, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as business support services and institutions and privatisation.
\ Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.CD\",\"name\":\"Gross
ODA aid disbursement for economic infrastructure, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is the aggregate total for transport and storage (DT.ODA.DACD.ECON.TRSP.CD);
communications (DT.ODA.DACD.ECON.COMM.CD); energy (DT.ODA.DACD.ECON.NRGY.CD);
banking and financial services (DT.ODA.DACD.ECON.BKFN.CD); business and other
services (DT.ODA.DACD.ECON.BUSN.CD).\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.COMM.CD\",\"name\":\"Gross
ODA aid disbursement for communications, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.NRGY.CD\",\"name\":\"Gross
ODA aid disbursement for energy, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as energy policy
and administrative management; power generation\\/non-renewable. Data are
in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ECON.TRSP.CD\",\"name\":\"Gross
ODA aid disbursement for transport and storage, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EDU.BAS.CD\",\"name\":\"Gross
ODA aid disbursement for basic education, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as primary education;
basic life skills for youth and adults and early childhood education. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EDU.CD\",\"name\":\"Gross
ODA aid disbursement for education, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EDU.PSEC.CD\",\"name\":\"Gross
ODA aid disbursement for post-secondary education, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as higher education and advanced technical and managerial training.
\ Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EDU.SEC.CD\",\"name\":\"Gross
ODA aid disbursement for secondary education, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as secondary
education and vocational training. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EDU.UNKN.CD\",\"name\":\"Gross
ODA aid disbursement for education (level unspecified), DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as education policy and administrative management; education
facilities and training; teacher training and educational research. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EMRC.CD\",\"name\":\"Gross
ODA aid disbursement for humanitarian aid, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EMRC.DISA.CD\",\"name\":\"Gross
ODA aid disbursement for disaster prevention & preparedness, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is disaster prevention and preparedness. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EMRC.OTHR.CD\",\"name\":\"Gross
ODA aid disbursement for emergency response, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.EMRC.RCST.CD\",\"name\":\"Gross
ODA aid disbursement for reconstruction relief and rehabilitation, DAC donors
total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This is described as reconstruction relief
and rehabilitation. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.GVCS.CD\",\"name\":\"Gross
ODA aid disbursement for government & civil society, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.GVCS.CPS.CD\",\"name\":\"Gross
ODA aid disbursement for conflict, peace and security, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as security system management and reform; civilian peace-building,
conflict prevention and resolution; post-conflict peace-building (UN); reintegration
and Small Arms and Light Weapons (SALW) control; land mine clearance and child
soldiers (prevention and demobilisation). Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.GVCS.GEN.CD\",\"name\":\"Gross
ODA aid disbursement for general government and civil society, DAC donors
total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.HIV.CNTRL.CD\",\"name\":\"ODA
aid disbursements for STD control including HIV\\/AIDS, DAC donors (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"All
activities related to sexually transmitted diseases and HIV\\/AIDS control
e.g. information, education and communication; testing; prevention; treatment,
care. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\".
\ Detailed descriptions are available www.oecd.org\\/dac\\/stats\\/crs\\/directives.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.DACD.HIV.MITI.CD\",\"name\":\"ODA aid disbursements
for Social mitigation of HIV\\/AIDS, DAC donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.DACD.HLTH.BAS.CD\",\"name\":\"Gross ODA aid
disbursement for basic health, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as basic health
care; basic health infrastructure; basic nutrition; infectious disease control;
health education; malaria control; tuberculosis control and health personnel
development. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.HLTH.CD\",\"name\":\"Gross
ODA aid disbursement for health, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.HLTH.GEN.CD\",\"name\":\"Gross
ODA aid disbursement for general health, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as health policy
and administrative management; medical education\\/training; medical research
ad medical services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. \",\"topics\":[]},{\"id\":\"DT.ODA.DACD.KD\",\"name\":\"Net
ODA received from DAC donors (constant 2010 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Aid Recipients, Development Cooperation
Report, and International Development Statistics database.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.MLR.CNTRL.CD\",\"name\":\"ODA
aid disbursements for Malaria control, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Special programme to address the
control of malaria. Note: data for Sub-Saharan Africa include \\\"South of
Sahara regional\\\". Detailed descriptions are available www.oecd.org\\/dac\\/stats\\/crs\\/directives.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.DACD.MSEC.CD\",\"name\":\"Gross ODA aid disbursement
for multisector, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.MSEC.GENV.CD\",\"name\":\"Gross
ODA aid disbursement for general environment protection, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described environmental policy and administrative management; biosphere
protection; bio-diversity; site preservation; flood prevention\\/control;
environmental education\\/training and environmental research. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.MSEC.OMSEC.CD\",\"name\":\"Gross
ODA aid disbursement for other multisector initiatives, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.POP.CD\",\"name\":\"Gross
ODA aid disbursement for population programmes and reproductive health, DAC
donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as population
policy and administrative management; reproductive health care; family planning;
STD control including HIV\\/AIDS and personnel development for population
and reproductive health. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.AGRI.AGR.CD\",\"name\":\"Gross
ODA aid disbursement for agriculture, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee of the
Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.AGRI.CD\",\"name\":\"Gross
ODA aid disbursement for agriculture, forestry and fishing sector, DAC donors
total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This is the aggregate total for agriculture
(DT.ODA.DACD.PROD.AGRI.AGR.CD); forestry (DT.ODA.DACD.PROD.AGRI.FORS.CD) and
fishing (DT.ODA.DACD.PROD.AGRI.FISH.CD). Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.AGRI.FISH.CD\",\"name\":\"Gross
ODA aid disbursement for fishing, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.AGRI.FORS.CD\",\"name\":\"Gross
ODA aid disbursement for forestry, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as forestry policy
and administrative management; forestry development; fuelwood\\/charcoal;
forestry education\\/training; forestry research and forestry services. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.CD\",\"name\":\"Gross
ODA aid disbursement for production sectors, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.INDS.CD\",\"name\":\"Gross
ODA aid disbursement for industry, mining and construction, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is the aggregate total for industry (DT.ODA.DACD.PROD.INDS.IND.CD); mining
(DT.ODA.DACD.PROD.INDS.MIN.CD) and construction (DT.ODA.DACD.PROD.INDS.CON.CD).
\ Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.INDS.CON.CD\",\"name\":\"Gross
ODA aid disbursement for construction, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is described as construction
policy and administrative management. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.INDS.IND.CD\",\"name\":\"Gross
ODA aid disbursement for industry, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is industrial policy and administrative
management; industrial development; small and medium-sized enterprises (SME)
development; cottage industries and handicraft; agri-industries; food industries;
textiles, leather and substitutes; chemicals; fertilizer plants; cement\\/lime\\/plaster;
energy manufacturing; pharmaceutical production; basic metal industries; non-ferous
metal industries; engineering; transport equipment industry and technological
research and development. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.INDS.MIN.CD\",\"name\":\"Gross
ODA aid disbursement for mineral resources and mining, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.TRDP.CD\",\"name\":\"Gross
ODA aid disbursement for trade policy and regulations, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as trade policy and administrative management; trade facilitation;
regional trade agreements (RTAs); multilateral trade negotiations; trade-related
adjustment and trade education\\/training. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PROD.TRSM.CD\",\"name\":\"Gross
ODA aid disbursement for tourism sector, DAC donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This described as tourism policy
and administrative management. Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.PRVT.CD\",\"name\":\"Total
ODA Private Net, DAC donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net private aid is private transactions
broken down into direct investment, portfolio investment and export credits
(net). Private transactions are those undertaken by firms and individuals
resident in the reporting country. Portfolio investment corresponds to bonds
and equities. Inflows into emerging countries\u2019 stocks markets, are, however,
heavily understated. Accordingly, the coverage of portfolio investment differs
in these regards from the coverage of bank claims, which include indistinguishably
export credit lending by banks. The bank claims data represent the net change
in banks\u2019 claims after adjustment to eliminate the effect of changes
in exchange rates. They are therefore a proxy for net flow data, but are not
themselves a net flow figure. They differ in two further regards from other
OECD data. First, they relate to loans by banks resident in countries which
report quarterly to the Bank for International Settlements (BIS). Secondly,
no adjustment has been made to exclude short-term claims. Data are expressed
in current U.S. dollars. \",\"sourceOrganization\":\"Development Assistance
Committee of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.RFGE.CD\",\"name\":\"Gross
ODA aid disbursement for refugees in donor countries, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as support to refugees in donor countries. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.SOCI.CD\",\"name\":\"Gross
ODA aid disbursement for social infrastructure & services, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is the aggregate total for education (DT.ODA.DACD.EDU.CD); health (DT.ODA.DACD.HLTH.CD);
population programmes (DT.ODA.DACD.POP.CD); water supply and sanitation (DT.ODA.DACD.WSS.CD)
and government and civil society (DT.ODA.DACD.GVCS.CD). Data are in current
U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.TSEC.CD\",\"name\":\"Gross
ODA aid disbursement for total sector allocable, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.UNAL.CD\",\"name\":\"Gross
ODA aid disbursement for unallocated\\/unspecified support, DAC donors total
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
is described as sectors not specified and promotion of development awareness.
\ Data are in current U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.WSS.CD\",\"name\":\"Gross
ODA aid disbursement for water supply and sanitation, DAC donors total (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ZSG\",\"name\":\"Net
ODA received from DAC donors (% of recipient's GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross domestic product estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.DACD.ZSI\",\"name\":\"Net
ODA received from DAC donors (% of recipient's GDI)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross domestic investment estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.MULT.CD\",\"name\":\"Net
ODA received from multilateral donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Official development assistance
and net official aid record the actual international transfer by the donor
of financial resources or of goods or services valued at the cost to the donor,
less any repayments of loan principal during the same period. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.MULT.CD.PC\",\"name\":\"Net
ODA received per capita from multilateral donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank population estimates
are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.MULT.KD\",\"name\":\"Net
ODA received from multilateral donors (constant 2010 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank population estimates
are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.MULT.ZSG\",\"name\":\"Net
ODA received from multilateral donors (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross domestic product estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.MULT.ZSI\",\"name\":\"Net
ODA received from multilateral donors (% of gross capital formation)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross capital formation estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.MULTI.HIV.CNTRL.CD\",\"name\":\"ODA
aid disbursements for STD control including HIV\\/AIDS, Multilateral donors
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.MULTI.HIV.MITI.CD\",\"name\":\"ODA aid disbursements
for Social mitigation of HIV\\/AIDS, Multilateral donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Special programmes to address the
consequences of HIV\\/AIDS, e.g. social, legal and economic assistance to
people living with HIV\\/AIDS including food security and employment; support
to vulnerable groups and children orphaned by HIV\\/AIDS; human rights of
HIV\\/AIDS affected people. Note: data for Sub-Saharan Africa include \\\"South
of Sahara regional\\\". Detailed descriptions are available www.oecd.org\\/dac\\/stats\\/crs\\/directives.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.MULTI.MLR.CNTRL.CD\",\"name\":\"ODA aid disbursements
for Malaria control, multilateral donors total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"Development Assistance Committee of the Organisation
for Economic Co-operation and Development.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"DT.ODA.NDAC.CD\",\"name\":\"Net ODA received from
non-DAC donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Official development assistance
and net official aid record the actual international transfer by the donor
of financial resources or of goods or services valued at the cost to the donor,
less any repayments of loan principal during the same period. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.NDAC.KD\",\"name\":\"Net
ODA received from non-DAC donors (constant 2010 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.NDAC.PRVT.CD\",\"name\":\"Total
ODA Private Net, non-DAC donors (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019 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\u2019 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. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.NDAC.ZSG\",\"name\":\"Net
ODA received from non-DAC bilateral donors (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross domestic product estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.NDAC.ZSI\",\"name\":\"Net
ODA received from non-DAC bilateral donors (% of gross capital formation)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
gross capital formation estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.OATL.CD\",\"name\":\"Net
official aid received (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development Assistance Committee of the
Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.OATL.KD\",\"name\":\"Net official aid
received (constant 2013 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net official aid refers to aid
flows (net of repayments) from official donors to countries and territories
in part II of the DAC list of recipients: more advanced countries of Central
and Eastern Europe, the countries of the former Soviet Union, and certain
advanced developing countries and territories. Official aid is provided under
terms and conditions similar to those for ODA. Part II of the DAC List was
abolished in 2005. The collection of data on official aid and other resource
flows to Part II countries ended with 2004 data. Data are in constant 2012
U.S. dollars.\",\"sourceOrganization\":\"Development Assistance Committee
of the Organisation for Economic Co-operation and Development, Geographical
Distribution of Financial Flows to Developing Countries, Development Co-operation
Report, and International Development Statistics database. Data are available
online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ODAT.CD\",\"name\":\"Net official development
assistance received (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"},{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.ODA.ODAT.CD1\",\"name\":\"Net official development
assistance received (current US$)\",\"source\":{\"id\":\"46\",\"value\":\"Sustainable
Development Goals \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[]},{\"id\":\"DT.ODA.ODAT.GD.ZS\",\"name\":\"Net
ODA received (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
GDP estimates are used for the denominator.\",\"topics\":[]},{\"id\":\"DT.ODA.ODAT.GI.ZS\",\"name\":\"Net
ODA received (% of gross capital formation)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development Assistance Committee of
the Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank gross capital formation
estimates are used for the denominator.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ODAT.GN.ZS\",\"name\":\"Net ODA received
(% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank
GNI estimates are used for the denominator.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"},{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.ODA.ODAT.KD\",\"name\":\"Net official development assistance
received (constant 2013 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 2012 U.S. dollars.\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ODAT.MP.ZS\",\"name\":\"Net ODA received
(% of imports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development Assistance Committee of
the Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank imports of good and
services estimates are used for the denominator.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.ODA.ODAT.PC.ZS\",\"name\":\"Net ODA received
per capita (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development Assistance Committee of
the Organisation for Economic Co-operation and Development, Geographical Distribution
of Financial Flows to Developing Countries, Development Co-operation Report,
and International Development Statistics database. Data are available online
at: www.oecd.org\\/dac\\/stats\\/idsonline. World Bank population estimates
are used for the denominator.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"},{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.ODA.ODAT.XP.ZS\",\"name\":\"Net ODA received (% of
central government expense)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Development
Assistance Committee of the Organisation for Economic Co-operation and Development,
Geographical Distribution of Financial Flows to Developing Countries, Development
Co-operation Report, and International Development Statistics database. Data
are available online at: www.oecd.org\\/dac\\/stats\\/idsonline. IMF central
government expense estimates are used for the denominator.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"DT.SRV.POST.ZS\",\"name\":\"Debt service to
export ratio, ex-post (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Global Development Finance and International Monetary Fund, International
Financial Statistics.\",\"topics\":[]},{\"id\":\"DT.TDA.DECT.CD\",\"name\":\"Adjustments
to scheduled debt service (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Adjustment to scheduled debt service
equals debt service not paid plus debt service arrears reductions and prepayments.
Data are denominated in U.S. dollars. \",\"sourceOrganization\":\"World Bank,
Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.TDS.BLAT.CD\",\"name\":\"PPG,
bilateral (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Bilateral debt includes loans from
governments and their agencies (including central banks), loans from autonomous
bodies, and direct loans from official export credit agencies. Debt service
payments are the sum of principal repayments and interest payments actually
made in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.BLTC.CD\",\"name\":\"PPG, bilateral concessional
(TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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 25 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 10 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DEAE.CD.IL.03.US\",\"name\":\"1280_T3.2_.. Debt
liabilities of direct investors to direct investment enterprises (More than
0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.0912.US\",\"name\":\"1535_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.1218.US\",\"name\":\"1620_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.1824.US\",\"name\":\"1705_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.24P.US\",\"name\":\"1790_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.36.US\",\"name\":\"1365_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.69.US\",\"name\":\"1450_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (More
than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DEAE.CD.IL.IQ.US\",\"name\":\"1195_T3.2_..
Debt liabilities of direct investors to direct investment enterprises (immediate)
2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.15.UP.YR.SA.US\",\"name\":\"158_T2_SDR
allocations (principal) (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD\",\"name\":\"Debt
service on external debt, total (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DECT.CD.00.03.MO.US\",\"name\":\"034_T2_Total (More
than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt
Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.03.US\",\"name\":\"0114_T3_Total
Debt Service Payments (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.03.YR.US\",\"name\":\"100_T2_Total
(3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.04.06.MO.US\",\"name\":\"045_T2_Total
(More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.04.YR.US\",\"name\":\"111_T2_Total
(4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.05.10.YR.US\",\"name\":\"133_T2_Total
(More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.05.YR.US\",\"name\":\"122_T2_Total
(5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External Debt Statistics\\/GDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.07.09.MO.US\",\"name\":\"056_T2_Total
(More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.0912.US\",\"name\":\"0174_T3_Total
Debt Service Payments (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.10.12.MO.US\",\"name\":\"067_T2_Total
(More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.10.15.YR.US\",\"name\":\"144_T2_Total
(More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.1218.US\",\"name\":\"0194_T3_Total
Debt Service Payments (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.13.18.MO.US\",\"name\":\"078_T2_Total
(More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.15.UP.YR.US\",\"name\":\"155_T2_Total
(More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.1824.US\",\"name\":\"0214_T3_Total
Debt Service Payments (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.19.24.MO.US\",\"name\":\"089_T2_Total
(More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly External
Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.24P.US\",\"name\":\"0234_T3_Total
Debt Service Payments (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.36.US\",\"name\":\"0134_T3_Total
Debt Service Payments (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.69.US\",\"name\":\"0154_T3_Total
Debt Service Payments (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.03.US\",\"name\":\"1286_T3.2_Gross
External Debt Payments (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.0912.US\",\"name\":\"1541_T3.2_Gross
External Debt Payments (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.1218.US\",\"name\":\"1626_T3.2_Gross
External Debt Payments (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.1824.US\",\"name\":\"1711_T3.2_Gross
External Debt Payments (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.24P.US\",\"name\":\"1796_T3.2_Gross
External Debt Payments (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.36.US\",\"name\":\"1371_T3.2_Gross
External Debt Payments (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.69.US\",\"name\":\"1456_T3.2_Gross
External Debt Payments (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.AR.IQ.US\",\"name\":\"1201_T3.2_Gross
External Debt Payments (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.03.US\",\"name\":\"0105_T3_Deposit-Taking
Corporations, except the Central Bank (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.0912.US\",\"name\":\"0165_T3_Deposit-Taking
Corporations, except the Central Bank (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.1218.US\",\"name\":\"0185_T3_Deposit-Taking
Corporations, except the Central Bank (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.1824.US\",\"name\":\"0205_T3_Deposit-Taking
Corporations, except the Central Bank (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.24P.US\",\"name\":\"0225_T3_Deposit-Taking
Corporations, except the Central Bank (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.36.US\",\"name\":\"0125_T3_Deposit-Taking
Corporations, except the Central Bank (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.69.US\",\"name\":\"0145_T3_Deposit-Taking
Corporations, except the Central Bank (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.03.US\",\"name\":\"1244_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.0912.US\",\"name\":\"1499_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.1218.US\",\"name\":\"1584_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.1824.US\",\"name\":\"1669_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.24P.US\",\"name\":\"1754_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.36.US\",\"name\":\"1329_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.69.US\",\"name\":\"1414_T3.2_Deposit-Taking
Corporations, except the Central Bank (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.AR.IQ.US\",\"name\":\"1159_T3.2_Deposit-Taking
Corporations, except the Central Bank (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.IQ.US\",\"name\":\"0085_T3_Deposit-Taking
Corporations, except the Central Bank (immediate) 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.CB.RM.US\",\"name\":\"0244_T4_Deposit-Taking
Corporations, except the Central Bank (One year or less)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.03.US\",\"name\":\"0099_T3_General
Government * (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.0912.US\",\"name\":\"0159_T3_General
Government * (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.1218.US\",\"name\":\"0179_T3_General
Government * (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.1824.US\",\"name\":\"0199_T3_General
Government * (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.24P.US\",\"name\":\"0219_T3_General
Government * (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.36.US\",\"name\":\"0119_T3_General
Government * (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.69.US\",\"name\":\"0139_T3_General
Government * (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.AR.69.US\",\"name\":\"1376_T3.2_General
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.GG.AR.IQ.US\",\"name\":\"1121_T3.2_General
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.03.US\",\"name\":\"1276_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.1218.US\",\"name\":\"1616_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.1824.US\",\"name\":\"1701_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.24P.US\",\"name\":\"1786_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.36.US\",\"name\":\"1361_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.69.US\",\"name\":\"1446_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.AR.IQ.US\",\"name\":\"1191_T3.2_Direct
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.IL.IQ.US\",\"name\":\"0091_T3_Direct
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Bank * (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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Bank * (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.MA.AR.1218.US\",\"name\":\"1565_T3.2_Central
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.MA.AR.1824.US\",\"name\":\"1650_T3.2_Central
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.MA.AR.24P.US\",\"name\":\"1735_T3.2_Central
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.MA.AR.69.US\",\"name\":\"1395_T3.2_Central
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.MA.AR.IQ.US\",\"name\":\"1140_T3.2_Central
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Sectors (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.1218.US\",\"name\":\"0188_T3_Other
Sectors (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.1824.US\",\"name\":\"0208_T3_Other
Sectors (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.24P.US\",\"name\":\"0228_T3_Other
Sectors (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.36.US\",\"name\":\"0128_T3_Other
Sectors (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.69.US\",\"name\":\"0148_T3_Other
Sectors (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.IQ.US\",\"name\":\"0088_T3_Other
Sectors (immediate) 3\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OS.RM.US\",\"name\":\"0247_T4_Other
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.03.US\",\"name\":\"1260_T3.2_Other
Sectors (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.0912.US\",\"name\":\"1515_T3.2_Other
Sectors (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.1218.US\",\"name\":\"1600_T3.2_Other
Sectors (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.1824.US\",\"name\":\"1685_T3.2_Other
Sectors (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.24P.US\",\"name\":\"1770_T3.2_Other
Sectors (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.36.US\",\"name\":\"1345_T3.2_Other
Sectors (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DECT.CD.OT.AR.69.US\",\"name\":\"1430_T3.2_Other
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SDR allocations (principal)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
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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.\",\"sourceOrganization\":\"World Bank, International
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Debt liabilities of direct investment enterprises to direct investors (More
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Debt liabilities of direct investment enterprises to direct investors (More
than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
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Debt liabilities of direct investment enterprises to direct investors (More
than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DILD.CD.IL.1824.US\",\"name\":\"1702_T3.2_..
Debt liabilities of direct investment enterprises to direct investors (More
than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DILD.CD.IL.24P.US\",\"name\":\"1787_T3.2_..
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.GG.AR.1824.US\",\"name\":\"1644_T3.2_..
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External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.GG.AR.24P.US\",\"name\":\"1729_T3.2_..
Trade credit and advances (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.GG.AR.36.US\",\"name\":\"1304_T3.2_..
Trade credit and advances (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.GG.AR.69.US\",\"name\":\"1389_T3.2_..
Trade credit and advances (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.GG.AR.IQ.US\",\"name\":\"1134_T3.2_..
Trade credit and advances (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.03.US\",\"name\":\"1238_T3.2_..
Trade credit and advances (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.0912.US\",\"name\":\"1493_T3.2_..
Trade credit and advances (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.1218.US\",\"name\":\"1578_T3.2_..
Trade credit and advances (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.1824.US\",\"name\":\"1663_T3.2_..
Trade credit and advances (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.24P.US\",\"name\":\"1748_T3.2_..
Trade credit and advances (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.36.US\",\"name\":\"1323_T3.2_..
Trade credit and advances (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.69.US\",\"name\":\"1408_T3.2_..
Trade credit and advances (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.MA.AR.IQ.US\",\"name\":\"1153_T3.2_..
Trade credit and advances (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.03.US\",\"name\":\"1270_T3.2_..
Trade credit and advances (More than 0 to 3)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.0912.US\",\"name\":\"1525_T3.2_..
Trade credit and advances (More than 9 to 12)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.1218.US\",\"name\":\"1610_T3.2_..
Trade credit and advances (More than 12 to 18)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.1824.US\",\"name\":\"1695_T3.2_..
Trade credit and advances (More than 18 to 24)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.24P.US\",\"name\":\"1780_T3.2_..
Trade credit and advances (More than 2yrs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.36.US\",\"name\":\"1355_T3.2_..
Trade credit and advances (More than 3 to 6)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.69.US\",\"name\":\"1440_T3.2_..
Trade credit and advances (More than 6 to 9)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLTT.CD.OT.AR.IQ.US\",\"name\":\"1185_T3.2_..
Trade credit and advances (immediate) 2\\/\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.DLXF.CD\",\"name\":\"Debt
service on external debt, long-term (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DPNG.CD\",\"name\":\"Debt service on external debt,
private nonguaranteed (PNG) (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private nonguaranteed debt service
is an external obligation of a private debtor that is not guaranteed for repayment
by a public entity. Debt service payments are the sum of principal repayments
and interest payments actually made in the year specified. Long-term external
debt is defined as debt that has an original or extended maturity of more
than one year and that is owed to nonresidents by residents of an economy
and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DPPF.XP.ZS\",\"name\":\"Debt service (PPG and IMF
only, % of exports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Debt service is the sum of principle
repayments and interest actually paid in currency, goods, or services. This
series differs from the standard debt to exports series. It covers only long-term
public and publicly guaranteed debt and repayments (repurchases and charges)
to the IMF. Data for Heavily Indebted Poor Countries (HIPC) are from HIPC
Initiative's Status of Implementation Report.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DPPG.CD\",\"name\":\"Debt service on external debt,
public and publicly guaranteed (PPG) (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.TDS.DPPG.GN.ZS\",\"name\":\"Public
and publicly guaranteed debt service (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.DPPG.XP.ZS\",\"name\":\"Public and publicly guaranteed
debt service (% of exports of goods, services and primary income)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.TDS.MIBR.CD\",\"name\":\"PPG,
IBRD (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed debt outstanding
from the International Bank for Reconstruction and Development (IBRD) is nonconcessional.
Nonconcessional debt excludes loans with an original grant element of 25 percent
or more. Debt service payments are the sum of principal repayments and interest
payments actually made in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.MIDA.CD\",\"name\":\"PPG, IDA (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 25
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 10 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.MLAT.CD\",\"name\":\"Multilateral debt service
(TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public and publicly guaranteed multilateral
loans include loans and credits from the World Bank, regional development
banks, and other multilateral and intergovernmental agencies. Excluded are
loans from funds administered by an international organization on behalf of
a single donor government; these are classified as loans from governments.
Debt service payments are the sum of principal repayments and interest payments
actually made in the year specified. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.MLAT.PG.ZS\",\"name\":\"Multilateral debt service
(% of public and publicly guaranteed debt service)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Multilateral debt service is the
repayment of principal and interest to the World Bank, regional development
banks, and other multilateral agencies. public and publicly guaranteed debt
service is the sum of principal repayments and interest actually paid in currency,
goods, or services on long-term obligations of public debtors and long-term
private obligations guaranteed by a public entity.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.MLTC.CD\",\"name\":\"PPG, multilateral concessional
(TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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 25
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 10 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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.OFFT.CD\",\"name\":\"PPG, official creditors (TDS,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed debt from official creditors includes loans from international
organizations (multilateral loans) and loans from governments (bilateral loans).
Loans from international organization include loans and credits from the World
Bank, regional development banks, and other multilateral and intergovernmental
agencies. Excluded are loans from funds administered by an international organization
on behalf of a single donor government; these are classified as loans from
governments. Government loans include loans from governments and their agencies
(including central banks), loans from autonomous bodies, and direct loans
from official export credit agencies. Debt service payments are the sum of
principal repayments and interest payments actually made in the year specified.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.TDS.PBND.CD\",\"name\":\"PPG,
bonds (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.PCBK.CD\",\"name\":\"PPG, commercial banks (TDS,
current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Public
and publicly guaranteed commercial bank loans from private banks and other
private financial institutions. Debt service payments are the sum of principal
repayments and interest payments actually made in the year specified. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.TDS.PGNG.CD\",\"name\":\"Debt
service, PPG and PNG private creditors (TDS, current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Debt service for private and public
non-guaranteed debt is the sum of the two.\",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.TDS.PNGB.CD\",\"name\":\"PNG,
bonds (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Nonguaranteed long-term debt from bonds that
are privately placed. Debt service payments are the sum of principal repayments
and interest payments actually made in the year specified. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.PNGC.CD\",\"name\":\"PNG, commercial banks and
other creditors (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.PROP.CD\",\"name\":\"PPG, other private creditors
(TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.PRVS.CD.00.03.MO.US\",\"name\":\"031_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.03.YR.US\",\"name\":\"097_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.04.06.MO.US\",\"name\":\"042_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.04.YR.US\",\"name\":\"108_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.05.10.YR.US\",\"name\":\"130_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.05.YR.US\",\"name\":\"119_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.07.09.MO.US\",\"name\":\"053_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.10.12.MO.US\",\"name\":\"064_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.10.15.YR.US\",\"name\":\"141_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.13.18.MO.US\",\"name\":\"075_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.15.UP.YR.US\",\"name\":\"152_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.19.24.MO.US\",\"name\":\"086_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVS.CD.IQ.00.US\",\"name\":\"020_T2_Publicly-Guaranteed
Private Sector External Debt 5\\/ (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PRVT.CD\",\"name\":\"PPG,
private creditors (TDS, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.TDS.PUBS.CD.00.03.MO.US\",\"name\":\"028_T2_Public
Sector External Debt 4 \\/ * (More than 0 to 3)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.03.YR.US\",\"name\":\"094_T2_Public
Sector External Debt 4 \\/ * (3yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.04.06.MO.US\",\"name\":\"039_T2_Public
Sector External Debt 4 \\/ * (More than 3 to 6)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.04.YR.US\",\"name\":\"105_T2_Public
Sector External Debt 4 \\/ * (4yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.05.10.YR.US\",\"name\":\"127_T2_Public
Sector External Debt 4 \\/ * (More than 5 to 10 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.05.YR.US\",\"name\":\"116_T2_Public
Sector External Debt 4 \\/ * (5yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.07.09.MO.US\",\"name\":\"050_T2_Public
Sector External Debt 4 \\/ * (More than 6 to 9)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.10.12.MO.US\",\"name\":\"061_T2_Public
Sector External Debt 4 \\/ * (More than 9 to 12)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.10.15.YR.US\",\"name\":\"138_T2_Public
Sector External Debt 4 \\/ * (More than 10 to 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.13.18.MO.US\",\"name\":\"072_T2_Public
Sector External Debt 4 \\/ * (More than 12 to 18)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.15.UP.YR.US\",\"name\":\"149_T2_Public
Sector External Debt 4 \\/ * (More than 15 yrs)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.19.24.MO.US\",\"name\":\"083_T2_Public
Sector External Debt 4 \\/ * (More than 18 to 24)\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TDS.PUBS.CD.IQ.00.US\",\"name\":\"017_T2_Public
Sector External Debt 4 \\/ * (immediately) 3\\/\",\"source\":{\"id\":\"23\",\"value\":\"Quarterly
External Debt Statistics\\/GDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TRA.DECT.CD\",\"name\":\"Debt
service, reduction in arrears\\/prepayments (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Adjustment - debt service arrears
reductions\\/prepayments (-), equals principal arrears reductions\\/prepayments
plus interest arrears reductions. Data are denominated in U.S. dollars. \",\"sourceOrganization\":\"World
Bank, Global Development Finance.\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.CB.US\",\"name\":\"0397_T1.4_Deposit-Taking
Corporations, except the Central Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.GG.US\",\"name\":\"0391_T1.4_General
Government\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.IL.IN.US\",\"name\":\"0414_T1.4_....
Interest\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.IL.PR.US\",\"name\":\"0413_T1.4_....
Principal\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt
Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.IL.US\",\"name\":\"0412_T1.4_..
Direct Investment: Intercompany Lending\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.MA.US\",\"name\":\"0394_T1.4_Central
Bank\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.OT.HH.US\",\"name\":\"0409_T1.4_..
Households and nonprofit institutions serving households (NPISHs)\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.OT.NB.US\",\"name\":\"0403_T1.4_Other
financial corporations\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External
Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.OT.NF.US\",\"name\":\"0406_T1.4_..
Nonfinancial corporations\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.OT.US\",\"name\":\"0400_T1.4_Other
Sectors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly External Debt Statistics\\/SDDS
(New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DECT.CD.TO.US\",\"name\":\"0424_T1.4_Total\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DIDI.CD.IL.US\",\"name\":\"0415_T1.4_Debt
liabilities of direct investment enterprises to direct investors\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DIFE.CD.IL.US\",\"name\":\"0421_T1.4_..
Debt liabilities between fellow enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXA.DIIE.CD.IL.US\",\"name\":\"0418_T1.4_..
Debt liabilities of direct investors to direct investment enterprises\",\"source\":{\"id\":\"22\",\"value\":\"Quarterly
External Debt Statistics\\/SDDS (New)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"DT.TXR.DPPG.CD\",\"name\":\"Total
amount of debt rescheduled (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total amount of debt rescheduled
includes the debt stock, principal, interest, charges and penalties rescheduled.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.UND.DPPG.CD\",\"name\":\"Undisbursed
external debt, total (UND, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Undisbursed debt is the total public
and publicly guaranteed debt undrawn at year end; data for private nonguaranteed
debt are not available. Public and publicly guaranteed long-term debt are
aggregated. Public debt is an external obligation of a public debtor, including
the national government, a political subdivision (or an agency of either),
and autonomous public bodies. Publicly guaranteed debt is an external obligation
of a private debtor that is guaranteed for repayment by a public entity. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"DT.UND.OFFT.CD\",\"name\":\"Undisbursed
external debt, official creditors (UND, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DT.UND.PRVT.CD\",\"name\":\"Undisbursed external debt,
private creditors (UND, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Undisbursed debt is the total public
and publicly guaranteed debt undrawn at year end; data for private nonguaranteed
debt are not available. Debt from private creditors include bonds that are
either publicly issued or privately placed; commercial bank loans from private
banks and other private financial institutions; and other private credits
from manufacturers, exporters, and other suppliers of goods, and bank credits
covered by a guarantee of an export credit agency. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank, International Debt Statistics.\",\"topics\":[{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"DXGSRMRCHNSCD\",\"name\":\"Exports Merchandise, Customs,
current US$, millions\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic
Monitor\"},\"sourceNote\":\"Merchandise (goods) exports, free on board (f.o.b.),
in current US$ millions, not seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DXGSRMRCHNSKD\",\"name\":\"Exports
Merchandise, Customs, constant US$, millions\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) exports, free on
board (f.o.b.), in constant US$ millions not seasonally adjusted. The base
year is 2005.\",\"sourceOrganization\":\"World Bank staff calculations based
on Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DXGSRMRCHNSXD\",\"name\":\"Exports
Merchandise, Customs, Price, US$\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The price index of Merchandise (goods)
exports, free on board (f.o.b.), in currrent US$ millions. Not seasonally
adjusted.\",\"sourceOrganization\":\"World Bank staff calculations based on
Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DXGSRMRCHSACD\",\"name\":\"Exports
Merchandise, Customs, current US$, millions, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) exports, free on
board (f.o.b.), in current US$ millions, seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"DXGSRMRCHSAKD\",\"name\":\"Exports
Merchandise, Customs, constant US$, millions, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Merchandise (goods) exports, free on
board (f.o.b.), in constant US$ millions, seasonally adjusted. The base year
is 2005.\",\"sourceOrganization\":\"World Bank staff calculations based on
Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"DXGSRMRCHSAXD\",\"name\":\"Exports
Merchandise, Customs, Price, US$, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"The price index of Merchandise (goods)
exports, free on board (f.o.b.), in US$ seasonally adjusted.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"E1i\",\"name\":\"81.Destination
Entry Rate of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E1ii\",\"name\":\"82.Destination
Entry Rate of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E1iii\",\"name\":\"83.Destination
Entry Rate of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E2i\",\"name\":\"84.Destination
Entry Rate of Survivors: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E2ii\",\"name\":\"85.Destination
Entry Rate of Survivors: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E2iii\",\"name\":\"86.Destination
Entry Rate of Survivors: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E3i\",\"name\":\"87.Share
of New Destinations in TEV of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E3ii\",\"name\":\"88.Share
of New Destinations in TEV of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E3iii\",\"name\":\"89.Share
of New Destinations in TEV of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E4i\",\"name\":\"90.Share
of New Destinations in TEV of Survivors: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E4ii\",\"name\":\"91.Share
of New Destinations in TEV of Survivors: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E4iii\",\"name\":\"92.Share
of New Destinations in TEV of Survivors: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E5i\",\"name\":\"93.Destination
Exit Rate of Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E5ii\",\"name\":\"94.Destination
Exit Rate of Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E5iii\",\"name\":\"95.Destination
Exit Rate of Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E6i\",\"name\":\"96.Destination
Survival Rate of 2-year Incumbents: Mean\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E6ii\",\"name\":\"97.Destination
Survival Rate of 2-year Incumbents: Median\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"E6iii\",\"name\":\"98.Destination
Survival Rate of 2-year Incumbents: StDev\",\"source\":{\"id\":\"30\",\"value\":\"Exporter
Dynamics Database: Country-Year\"},\"sourceNote\":\"Exporter-level information
on export transactions - Customs\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"EA.PRD.AGRI.KD\",\"name\":\"Agriculture
value added per worker (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Derived from
World Bank national accounts files and Food and Agriculture Organization,
Production Yearbook and data files.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"EC.XPD. CAP.CR\",\"name\":\"Capital expenditure
(in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"EC.XPD.GSR.CR\",\"name\":\"Goods
and services expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"EC.XPD.OTHR.CR\",\"name\":\"Others
expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"EC.XPD.STAF.CR\",\"name\":\"Personnel
expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"EC.XPD.TOTL.CR\",\"name\":\"Total
Expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"EE.BOD.TOTL.KG\",\"name\":\"Organic
water pollutant (BOD) emissions (kg per day)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"1998
study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \\\"Industrial
Pollution in Economic Development: Kuznets Revisited\\\" (available at www.worldbank.org\\/nipr).
The data were updated by the World Bank's Development Research Group using
the same methodology as the initial study.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.EGY.PRIM.PP.KD\",\"name\":\"Energy intensity level of primary
energy (MJ\\/$2011 PPP GDP)\\u000d\\u000a\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\\u000d\\u000a\",\"sourceOrganization\":\"\xA9
OECD\\/IEA and World Bank, based on IEA data in IEA World Energy Balances
\xA9 OECD\\/IEA 2013 edition, subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\\u000d\\u000a\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EG.ELC.ACCS.RU.ZS\",\"name\":\"Access
to electricity, rural (% of rural population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to electricity, rural is
the percentage of rural population with access to electricity.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for all (SE4ALL) database from World Bank, Global
Electrification database.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"5\",\"value\":\"Energy & Mining \"}]},{\"id\":\"EG.ELC.ACCS.UR.ZS\",\"name\":\"Access
to electricity, urban (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to electricity, urban is
the percentage of urban population with access to electricity.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for All (SE4ALL) database from World Bank, Global
Electrification database.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy &
Mining \"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"EG.ELC.ACCS.ZS\",\"name\":\"Access
to electricity (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to electricity is the percentage
of population with access to electricity. Electrification data are collected
from industry, national surveys and international sources.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for All (SE4ALL) database from World Bank, Global
Electrification database.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy &
Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.ELC.COAL.ZS\",\"name\":\"Electricity production from coal
sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA Statistics
\xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject
to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.ELC.FOSL.ZS\",\"name\":\"Electricity production from oil,
gas and coal sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EG.ELC.HYRO.ZS\",\"name\":\"Electricity
production from hydroelectric sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Sources of electricity refer to
the inputs used to generate electricity. Hydropower refers to electricity
produced by hydroelectric power plants.\",\"sourceOrganization\":\"IEA Statistics
\xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject
to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.ELC.LOSS.ZS\",\"name\":\"Electric power transmission and
distribution losses (% of output)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA 2014
(http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"EG.ELC.NGAS.ZS\",\"name\":\"Electricity
production from natural gas sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Sources of electricity refer to
the inputs used to generate electricity. Gas refers to natural gas but excludes
natural gas liquids.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA
2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.ELC.NUCL.ZS\",\"name\":\"Electricity production from nuclear
sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Sources of electricity refer to the inputs
used to generate electricity. Nuclear power refers to electricity produced
by nuclear power plants.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA
2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.ELC.PETR.ZS\",\"name\":\"Electricity production from oil
sources (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Sources of electricity refer to the inputs
used to generate electricity. Oil refers to crude oil and petroleum products.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.ELC.RNEW.ZS\",\"name\":\"Renewable electricity output (%
of total electricity output)\\u000d\\u000a\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Renewable electricity is the share
of electrity generated by renewable power plants in total electricity generated
by all types of plants.\\u000d\\u000a\",\"sourceOrganization\":\"\xA9 OECD\\/IEA
and World Bank, based on IEA data in IEA World Energy Balances \xA9 OECD\\/IEA
2013 edition, subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\\u000d\\u000a\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.ELC.RNWX.KH\",\"name\":\"Electricity production from renewable
sources, excluding hydroelectric (kWh)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Electricity production from renewable
sources, excluding hydroelectric, includes geothermal, solar, tides, wind,
biomass, and biofuels.\\u000a\",\"sourceOrganization\":\"IEA Statistics \xA9
OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.ELC.RNWX.ZS\",\"name\":\"Electricity production from renewable
sources, excluding hydroelectric (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Electricity production from renewable
sources, excluding hydroelectric, includes geothermal, solar, tides, wind,
biomass, and biofuels.\\u000a\",\"sourceOrganization\":\"IEA Statistics \xA9
OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.FEC.RNEW.ZS\",\"name\":\"Renewable energy consumption (%
of total final energy consumption)\\u000d\\u000a\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Renewable energy consumption is
the share of renewables energy in total final energy consumption.\\u000d\\u000a\",\"sourceOrganization\":\"\xA9
OECD\\/IEA and World Bank, based on IEA data in IEA World Energy Balances
\xA9 OECD\\/IEA 2013 edition, subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\\u000d\\u000a\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.GDP.PUSE.KO.PP\",\"name\":\"GDP per unit of energy use
(PPP $ per kg of oil equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 2011 ICP round. An international dollar has the
same purchasing power over GDP as a U.S. dollar has in the United States.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"}]},{\"id\":\"EG.GDP.PUSE.KO.PP.KD\",\"name\":\"GDP per unit of
energy use (constant 2011 PPP $ per kg of oil equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 2011 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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"}]},{\"id\":\"EG.IMP.CONS.ZS\",\"name\":\"Energy imports, net (%
of energy use)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA
2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"EG.IMP.TOTL.KT.OE\",\"name\":\"Energy
imports (kt of oil equivalent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Energy Agency and United Nations, Energy Statistics Yearbook.\",\"topics\":[]},{\"id\":\"EG.NSF.ACCS.RU.ZS\",\"name\":\"Access
to non-solid fuel, rural (% of rural population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to non-solid fuel, rural
is the percentage of rural population with access to non-solid fuel.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household
Energy database.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture & Rural
Development \"},{\"id\":\"5\",\"value\":\"Energy & Mining \"}]},{\"id\":\"EG.NSF.ACCS.UR.ZS\",\"name\":\"Access
to non-solid fuel, urban (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to non-solid fuel, urban
is the percentage of urban population with access to non-solid fuel.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household
Energy database.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining \"},{\"id\":\"16\",\"value\":\"Urban
Development \"}]},{\"id\":\"EG.NSF.ACCS.ZS\",\"name\":\"Access to non-solid
fuel (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Access to non-solid fuel is the percentage
of population with access to non-solid fuel.\",\"sourceOrganization\":\"World
Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household
Energy database.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EG.USE.COMM.CL.ZS\",\"name\":\"Alternative and nuclear energy
(% of total energy use)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Clean energy is noncarbohydrate energy that
does not produce carbon dioxide when generated. It includes hydropower and
nuclear, geothermal, and solar power, among others.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"}]},{\"id\":\"EG.USE.COMM.FO.ZS\",\"name\":\"Fossil fuel energy
consumption (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Fossil fuel comprises coal, oil, petroleum,
and natural gas products.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA
2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"}]},{\"id\":\"EG.USE.COMM.GD.PP.KD\",\"name\":\"Energy use (kg
of oil equivalent) per $1,000 GDP (constant 2011 PPP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 2011 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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"EG.USE.CRNW.ZS\",\"name\":\"Combustible
renewables and waste (% of total energy)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Combustible renewables and waste
comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal
waste, measured as a percentage of total energy use.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"}]},{\"id\":\"EG.USE.ELEC.KH.PC\",\"name\":\"Electric power consumption
(kWh per capita)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"EG.USE.PCAP.KG.OE\",\"name\":\"Energy use (kg of oil equivalent
per capita)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA Statistics \xA9 OECD\\/IEA 2014
(http:\\/\\/www.iea.org\\/stats\\/index.asp), subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"EMBI\",\"name\":\"J.P.
Morgan Emerging Markets Bond Index (EMBI+)\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"J.P. Morgan Emerging Markets Bond Index
Plus is a market capitalization-weighted index based on bonds in emerging
markets. the EMBI series which covers all of the external currency denomination
debt of the emerging markets, as opposed to simply Brady Bond investment.
\ It is constructed with well-defined liquidity criteria to ensure that the
index provides a fair and replicable benchmark. There are currently 31 instruments
from 21 countries.\",\"sourceOrganization\":\"World Bank staff calculations
based on Datastream data.\",\"topics\":[]},{\"id\":\"EN.AGR.EMPL\",\"name\":\"Economically
active population in agriculture (number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Agricultural employment shows the
number of workers in the agricultural sector.\",\"sourceOrganization\":\"Food
and Agriculture Organization, Production Yearbook and data files.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"EN.AGR.EMPL.FE\",\"name\":\"Economically
active population in agriculture, female (FAO, number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.AGR.EMPL.IN\",\"name\":\"Agricultural
population (FAO, number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.AGR.EMPL.MA\",\"name\":\"Economically
active population in agriculture, male (FAO, number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Food
and Agriculture Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.ANM.THRD.NO\",\"name\":\"Animal
species, threatened\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Environmental Program and
the World Conservation Monitoring Centre, and International Union for Conservation
of Nature, Red List of Threatened Species.\",\"topics\":[]},{\"id\":\"EN.ATM.CO2E.CP.KT\",\"name\":\"CO2
emissions from cement production (thousand metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019s
carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic
emissions from data on fossil fuel consumption (from the United Nations Statistics
Division\u2019s World Energy Data Set) and world cement manufacturing (from
the U.S. Bureau of Mine\u2019s 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.\",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.ATM.CO2E.EG.ZS\",\"name\":\"CO2
intensity (kg per kg of oil equivalent energy use)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from solid
fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"sourceOrganization\":\"Carbon
Dioxide Information Analysis Center, Environmental Sciences Division, Oak
Ridge National Laboratory, Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.FF.KT\",\"name\":\"CO2
emissions from fossil-fuels, total (thousand metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019s carbon Dioxide Information
Analysis Center (CDIAC) calculates annual anthropogenic emissions from data
on fossil fuel consumption (from the United Nations Statistics Division\u2019s
World Energy Data Set) and world cement manufacturing (from the U.S. Bureau
of Mine\u2019s 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. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.ATM.CO2E.FF.ZS\",\"name\":\"CO2
emissions from fossil-fuels (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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). \",\"sourceOrganization\":\"Food and Agriculture Organization,
electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.ATM.CO2E.GF.KT\",\"name\":\"CO2
emissions from gaseous fuel consumption (kt) \",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from liquid
fuel consumption refer mainly to emissions from use of natural gas as an energy
source.\",\"sourceOrganization\":\"Carbon Dioxide Information Analysis Center,
Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee,
United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.CO2E.GF.ZS\",\"name\":\"CO2 emissions from gaseous
fuel consumption (% of total) \",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from liquid
fuel consumption refer mainly to emissions from use of natural gas as an energy
source.\",\"sourceOrganization\":\"Carbon Dioxide Information Analysis Center,
Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee,
United States.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining \"},{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.GL.KT\",\"name\":\"CO2
emissions from gas flaring (thousand metric tons)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from gas
flaring fuel consumption refer mainly to emissions from gas flaring activities.
\ \",\"sourceOrganization\":\"Food and Agriculture Organization, electronic
files and web site.\",\"topics\":[]},{\"id\":\"EN.ATM.CO2E.KD.GD\",\"name\":\"CO2
emissions (kg per 2010 US$ of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Carbon Dioxide Information
Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory,
Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.KT\",\"name\":\"CO2
emissions (kt)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Carbon
Dioxide Information Analysis Center, Environmental Sciences Division, Oak
Ridge National Laboratory, Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.LF.KT\",\"name\":\"CO2
emissions from liquid fuel consumption (kt) \",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from liquid
fuel consumption refer mainly to emissions from use of petroleum-derived fuels
as an energy source.\",\"sourceOrganization\":\"Carbon Dioxide Information
Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory,
Tennessee, United States.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy &
Mining \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.CO2E.LF.ZS\",\"name\":\"CO2 emissions from liquid fuel
consumption (% of total) \",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from liquid fuel consumption
refer mainly to emissions from use of petroleum-derived fuels as an energy
source.\",\"sourceOrganization\":\"Carbon Dioxide Information Analysis Center,
Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee,
United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.CO2E.PC\",\"name\":\"CO2 emissions (metric tons per
capita)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Carbon
Dioxide Information Analysis Center, Environmental Sciences Division, Oak
Ridge National Laboratory, Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.PP.GD\",\"name\":\"CO2
emissions (kg per PPP $ of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Carbon Dioxide Information
Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory,
Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.PP.GD.KD\",\"name\":\"CO2
emissions (kg per 2011 PPP $ of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Carbon Dioxide Information
Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory,
Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.SF.KT\",\"name\":\"CO2
emissions from solid fuel consumption (kt) \",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from solid
fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"sourceOrganization\":\"Carbon
Dioxide Information Analysis Center, Environmental Sciences Division, Oak
Ridge National Laboratory, Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.CO2E.SF.ZS\",\"name\":\"CO2
emissions from solid fuel consumption (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide emissions from solid
fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"sourceOrganization\":\"Carbon
Dioxide Information Analysis Center, Environmental Sciences Division, Oak
Ridge National Laboratory, Tennessee, United States.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.GHGO.KT.CE\",\"name\":\"Other
greenhouse gas emissions, HFC, PFC and SF6 (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Other greenhouse gas emissions
are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur
hexafluoride.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.GHGO.ZG\",\"name\":\"Other
greenhouse gas emissions (% change from 1990)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.GHGT.KT.CE\",\"name\":\"Total
greenhouse gas emissions (kt of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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 Savannah 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).\",\"sourceOrganization\":\"European Commission,
Joint Research Centre (JRC)\\/Netherlands Environmental Assessment Agency
(PBL). Emission Database for Global Atmospheric Research (EDGAR), EDGARv4.2
FT2012: http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.GHGT.ZG\",\"name\":\"Total
greenhouse gas emissions (% change from 1990)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total greenhouse gas emissions
are composed of CO2 totals excluding short-cycle biomass burning (such as
agricultural waste burning and Savannah 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.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.HFCG.KT.CE\",\"name\":\"HFC
gas emissions (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Hydrofluorocarbons, used as a replacement
for chlorofluorocarbons, are used mainly in refrigeration and semiconductor
manufacturing.\",\"sourceOrganization\":\"European Commission, Joint Research
Centre (JRC)\\/Netherlands Environmental Assessment Agency (PBL). Emission
Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.AG.KT.CE\",\"name\":\"Agricultural
methane emissions (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural methane emissions
are emissions from animals, animal waste, rice production, agricultural waste
burning (nonenergy, on-site), and savannah burning.\",\"sourceOrganization\":\"European
Commission, Joint Research Centre (JRC)\\/Netherlands Environmental Assessment
Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.AG.ZS\",\"name\":\"Agricultural
methane emissions (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural methane emissions
are emissions from animals, animal waste, rice production, agricultural waste
burning (nonenergy, on-site), and savannah burning.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.EG.KT.CE\",\"name\":\"Methane
emissions in energy sector (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Methane emissions from energy processes
are emissions from the production, handling, transmission, and combustion
of fossil fuels and biofuels.\",\"sourceOrganization\":\"European Commission,
Joint Research Centre (JRC)\\/Netherlands Environmental Assessment Agency
(PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.EG.ZS\",\"name\":\"Energy
related methane emissions (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Methane emissions from energy processes
are emissions from the production, handling, transmission, and combustion
of fossil fuels and biofuels.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.IN.ZS\",\"name\":\"Energy
related methane emissions (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Industrial methane emissions are
emissions from the handling, transmission, and combustion of fossil fuels
and biofuels.\",\"sourceOrganization\":\"International Energy Agency (IEA
Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.METH.KT.CE\",\"name\":\"Methane emissions (kt of CO2
equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Methane
emissions are those stemming from human activities such as agriculture and
from industrial methane production.\",\"sourceOrganization\":\"European Commission,
Joint Research Centre (JRC)\\/Netherlands Environmental Assessment Agency
(PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.METH.ZG\",\"name\":\"Methane
emissions (% change from 1990)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.AG.KT.CE\",\"name\":\"Agricultural
nitrous oxide emissions (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural nitrous oxide emissions
are emissions produced through fertilizer use (synthetic and animal manure),
animal waste management, agricultural waste burning (nonenergy, on-site),
and savannah burning.\",\"sourceOrganization\":\"European Commission, Joint
Research Centre (JRC)\\/Netherlands Environmental Assessment Agency (PBL).
Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.AG.ZS\",\"name\":\"Agricultural
nitrous oxide emissions (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural nitrous oxide emissions
are emissions produced through fertilizer use (synthetic and animal manure),
animal waste management, agricultural waste burning (nonenergy, on-site),
and savannah burning.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.EG.KT.CE\",\"name\":\"Nitrous
oxide emissions in energy sector (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nitrous oxide emissions from energy
processes are emissions produced by the combustion of fossil fuels and biofuels.\",\"sourceOrganization\":\"European
Commission, Joint Research Centre (JRC)\\/Netherlands Environmental Assessment
Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.EG.ZS\",\"name\":\"Nitrous
oxide emissions in energy sector (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nitrous oxide emissions from energy
processes are emissions produced by the combustion of fossil fuels and biofuels.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.IN.ZS\",\"name\":\"Nitrous
oxide emissions in industrial and energy processes (% of total nitrous oxide
emissions)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Industrial
nitrous oxide emissions are emissions produced during the manufacturing of
adipic acid and nitric acid.\",\"sourceOrganization\":\"International Energy
Agency (IEA Statistics \xA9 OECD\\/IEA, http:\\/\\/www.iea.org\\/stats\\/index.asp).\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.NOXE.KT.CE\",\"name\":\"Nitrous oxide emissions (thousand
metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nitrous oxide emissions are emissions
from agricultural biomass burning, industrial activities, and livestock management.\",\"sourceOrganization\":\"European
Commission, Joint Research Centre (JRC)\\/Netherlands Environmental Assessment
Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.NOXE.ZG\",\"name\":\"Nitrous
oxide emissions (% change from 1990)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"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\\/.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.PFCG.KT.CE\",\"name\":\"PFC
gas emissions (thousand metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Perfluorocarbons, used as a replacement
for chlorofluorocarbons in manufacturing semiconductors, are a byproduct of
aluminum smelting and uranium enrichment.\",\"sourceOrganization\":\"European
Commission, Joint Research Centre (JRC)\\/Netherlands Environmental Assessment
Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.PM25.MC.M3\",\"name\":\"PM2.5
air pollution, mean annual exposure (micrograms per cubic meter)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Brauer, M. et al. 2016. \u201CAmbient
Air Pollution Exposure Estimation for the Global Burden of Disease 2013.\u201D
Environmental Science & Technology 50, no. 1: 79\u201388.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban
Development \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.ATM.PM25.MC.ZS\",\"name\":\"PM2.5
air pollution, population exposed to levels exceeding WHO guideline value
(% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percent
of population exposed to ambient concentrations of PM2.5 that exceed the WHO
guideline value is defined as the portion of a country\u2019s 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.\",\"sourceOrganization\":\"Brauer,
M. et al. 2016. \u201CAmbient Air Pollution Exposure Estimation for the Global
Burden of Disease 2013.\u201D Environmental Science & Technology 50, no. 1:
79\u201388.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban Development \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.ATM.SF6G.KT.CE\",\"name\":\"SF6 gas emissions (thousand
metric tons of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Sulfur hexafluoride is used largely
to insulate high-voltage electric power equipment.\",\"sourceOrganization\":\"European
Commission, Joint Research Centre (JRC)\\/Netherlands Environmental Assessment
Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http:\\/\\/edgar.jrc.ec.europa.eu\\/\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.BIR.THRD.NO\",\"name\":\"Bird
species, threatened\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations
Environmental Program and the World Conservation Monitoring Centre, and International
Union for Conservation of Nature, Red List of Threatened Species.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.CLC.DRSK.XQ\",\"name\":\"Disaster risk reduction progress
score (1-5 scale; 5=best)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"(UNISDR,
2009-2011 Progress Reports, http:\\/\\/www.preventionweb.net\\/english\\/hyogo).\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.CLC.GHGR.MT.CE\",\"name\":\"GHG
net emissions\\/removals by LUCF (Mt of CO2 equivalent)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United
Nations Framework Convention on Climate Change.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.CLC.MDAT.ZS\",\"name\":\"Droughts,
floods, extreme temperatures (% of population, average 1990-2009)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"EM-DAT:
The OFDA\\/CRED International Disaster Database: www.emdat.be, Universit\xE9
Catholique de Louvain, Brussels (Belgium), World Bank.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.CO2.BLDG.ZS\",\"name\":\"CO2
emissions from residential buildings and commercial and public services (%
of total fuel combustion)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.CO2.ETOT.ZS\",\"name\":\"CO2 emissions from electricity
and heat production, total (% of total fuel combustion)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"CO2 emissions from electricity
and heat production is the sum of three IEA categories of CO2 emissions: (1)
Main Activity Producer Electricity and Heat which contains the sum of emissions
from main activity producer electricity generation, combined heat and power
generation and heat plants. Main activity producers (formerly known as public
utilities) are defined as those undertakings whose primary activity is to
supply the public. They may be publicly or privately owned. This corresponds
to IPCC Source\\/Sink Category 1 A 1 a. For the CO2 emissions from fuel combustion
(summary) file, emissions from own on-site use of fuel in power plants (EPOWERPLT)
are also included. (2) Unallocated Autoproducers which contains the emissions
from the generation of electricity and\\/or heat by autoproducers. Autoproducers
are defined as undertakings that generate electricity and\\/or heat, wholly
or partly for their own use as an activity which supports their primary activity.
They may be privately or publicly owned. In the 1996 IPCC Guidelines, these
emissions would normally be distributed between industry, transport and \\\"other\\\"
sectors. (3) Other Energy Industries contains emissions from fuel combusted
in petroleum refineries, for the manufacture of solid fuels, coal mining,
oil and gas extraction and other energy-producing industries. This corresponds
to the IPCC Source\\/Sink Categories 1 A 1 b and 1 A 1 c. According to the
1996 IPCC Guidelines, emissions from coke inputs to blast furnaces can either
be counted here or in the Industrial Processes source\\/sink category. Within
detailed sectoral calculations, certain non-energy processes can be distinguished.
In the reduction of iron in a blast furnace through the combustion of coke,
the primary purpose of the coke oxidation is to produce pig iron and the emissions
can be considered as an industrial process. Care must be taken not to double
count these emissions in both Energy and Industrial Processes. In the IEA
estimations, these emissions have been included in this category.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.CO2.MANF.ZS\",\"name\":\"CO2 emissions from manufacturing
industries and construction (% of total fuel combustion)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.CO2.OTHX.ZS\",\"name\":\"CO2 emissions from other sectors,
excluding residential buildings and commercial and public services (% of total
fuel combustion)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.CO2.TRAN.ZS\",\"name\":\"CO2 emissions from transport (%
of total fuel combustion)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"IEA
Statistics \xA9 OECD\\/IEA 2014 (http:\\/\\/www.iea.org\\/stats\\/index.asp),
subject to https:\\/\\/www.iea.org\\/t&c\\/termsandconditions\\/\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.FSH.THRD.NO\",\"name\":\"Fish species, threatened\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Froese, R.
and Pauly, D. (eds). 2008. FishBase database, www.fishbase.org.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.HPT.THRD.NO\",\"name\":\"Plant species (higher), threatened\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Environmental
Program and the World Conservation Monitoring Centre, and International Union
for Conservation of Nature, Red List of Threatened Species.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.MAM.THRD.NO\",\"name\":\"Mammal species, threatened\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Environmental
Program and the World Conservation Monitoring Centre, and International Union
for Conservation of Nature, Red List of Threatened Species.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.NAGR.EMPL.IN\",\"name\":\"Non-agricultural population (FAO,
number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"The
non-agricultural population is obtained as a residual of agricultural population
from the total population. \",\"sourceOrganization\":\"Food and Agriculture
Organization, electronic files and web site.\",\"topics\":[]},{\"id\":\"EN.POP.DNST\",\"name\":\"Population
density (people per sq. km of land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food and Agriculture Organization
and World Bank population estimates.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban
Development \"}]},{\"id\":\"EN.POP.EL5M.RU.ZS\",\"name\":\"Rural population
living in areas where elevation is below 5 meters (% of total population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural population below 5m is the
percentage of the total population, living in areas where the elevation is
5 meters or less.\",\"sourceOrganization\":\"Center for International Earth
Science Information Network (CIESIN)\\/Columbia University. 2013. Urban-Rural
Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic
Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.POP.EL5M.UR.ZS\",\"name\":\"Urban population living in
areas where elevation is below 5 meters (% of total population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Urban population below 5m is the
percentage of the total population, living in areas where the elevation is
5 meters or less.\",\"sourceOrganization\":\"Center for International Earth
Science Information Network (CIESIN)\\/Columbia University. 2013. Urban-Rural
Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic
Data and Applications Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.POP.EL5M.ZS\",\"name\":\"Population living in areas where
elevation is below 5 meters (% of total population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population below 5m is the percentage
of the total population living in areas where the elevation is 5 meters or
less.\",\"sourceOrganization\":\"Center for International Earth Science Information
Network (CIESIN)\\/Columbia University. 2013. Urban-Rural Population and Land
Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications
Center (SEDAC). http:\\/\\/sedac.ciesin.columbia.edu\\/data\\/set\\/lecz-urban-rural-population-land-area-estimates-v2.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"EN.POP.SLUM.UR.ZS\",\"name\":\"Population
living in slums, (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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, and durability of housing.\",\"sourceOrganization\":\"UN
HABITAT, retrieved from the United Nation's Millennium Development Goals database.
Data are available at: Http:\\/\\/mdgs.un.org\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"},{\"id\":\"16\",\"value\":\"Urban Development \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"EN.RUR.DNST\",\"name\":\"Rural population density (rural population
per sq. km of arable land)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization and World Bank population estimates.\",\"topics\":[]},{\"id\":\"EN.URB.LCTY\",\"name\":\"Population
in largest city\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Population
in largest city is the urban population living in the country's largest metropolitan
area.\",\"sourceOrganization\":\"United Nations, World Urbanization Prospects.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban
Development \"}]},{\"id\":\"EN.URB.LCTY.UR.ZS\",\"name\":\"Population in the
largest city (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population in largest city is the
percentage of a country's urban population living in that country's largest
metropolitan area.\",\"sourceOrganization\":\"United Nations, World Urbanization
Prospects.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"EN.URB.MCTY\",\"name\":\"Population
in urban agglomerations of more than 1 million\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population in urban agglomerations
of more than one million is the country's population living in metropolitan
areas that in 2000 had a population of more than one million people.\",\"sourceOrganization\":\"United
Nations, World Urbanization Prospects.\",\"topics\":[{\"id\":\"16\",\"value\":\"Urban
Development \"}]},{\"id\":\"EN.URB.MCTY.TL.ZS\",\"name\":\"Population in urban
agglomerations of more than 1 million (% of total population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population in urban agglomerations
of more than one million is the percentage of a country's population living
in metropolitan areas that in 2000 had a population of more than one million
people.\",\"sourceOrganization\":\"United Nations, World Urbanization Prospects.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"EP.CPI.1996\",\"name\":\"Consumer
Price Index in 42 cities base 1996\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"EP.CPI.2002\",\"name\":\"Consumer
Price Index in 45 cities base 2002\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"EP.CPI.2007\",\"name\":\"Consumer
Price Index in 66 cities base 2007\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"EP.PMP.DESL.CD\",\"name\":\"Pump
price for diesel fuel (US$ per liter)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"German Agency
for International Cooperation (GIZ).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"EP.PMP.SGAS.CD\",\"name\":\"Pump
price for gasoline (US$ per liter)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"German Agency
for International Cooperation (GIZ).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"eq_pay_eq_wk\",\"name\":\"Do
legal provisions mandate equal pay for equal work (1=Yes, 0=No)?\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Are there laws or constitutional
provisions mandating equal pay between men and women for work of equal value?
(1=Yes,0=No)\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org).\",\"topics\":[]},{\"id\":\"ER.BDV.TOTL.XQ\",\"name\":\"GEF
benefits index for biodiversity (0 = no biodiversity potential to 100 = maximum)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Kiran
Dev Pandey, Piet Buys, Ken Chomitz, and David Wheeler's, \\\"Biodiversity
Conservation Indicators: New Tools for Priority Setting at the Global Environment
Facility\\\" (2006).\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.FSH.AQUA.MT\",\"name\":\"Aquaculture
production (metric tons)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.FSH.CAPT.MT\",\"name\":\"Capture fisheries production (metric
tons)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Capture
fisheries production measures the volume of fish catches landed by a country
for all commercial, industrial, recreational and subsistence purposes.\",\"sourceOrganization\":\"Food
and Agriculture Organization.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.FSH.PROD.MT\",\"name\":\"Total fisheries production (metric
tons)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food and Agriculture Organization.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.FST.DFST.ZG\",\"name\":\"Annual deforestation (% of change)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, Global Forest Resources Assessment.\",\"topics\":[]},{\"id\":\"ER.GDP.FWTL.M3.KD\",\"name\":\"Water
productivity, total (constant 2010 US$ GDP per cubic meter of total freshwater
withdrawal)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Water
productivity is calculated as GDP in constant prices divided by annual total
water withdrawal.\",\"sourceOrganization\":\"Food and Agriculture Organization,
AQUASTAT data, and World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.H2O.FWAG.ZS\",\"name\":\"Annual freshwater withdrawals,
agriculture (% of total freshwater withdrawal)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.H2O.FWDM.ZS\",\"name\":\"Annual freshwater withdrawals,
domestic (% of total freshwater withdrawal)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.H2O.FWIN.ZS\",\"name\":\"Annual
freshwater withdrawals, industry (% of total freshwater withdrawal)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food and Agriculture Organization,
AQUASTAT data.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.H2O.FWTL.K3\",\"name\":\"Annual freshwater withdrawals,
total (billion cubic meters)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.H2O.FWTL.ZS\",\"name\":\"Annual freshwater withdrawals,
total (% of internal resources)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"ER.H2O.INTR.K3\",\"name\":\"Renewable internal freshwater
resources, total (billion cubic meters)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Renewable internal freshwater resources
flows refer to internal renewable resources (internal river flows and groundwater
from rainfall) in the country.\",\"sourceOrganization\":\"Food and Agriculture
Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.H2O.INTR.PC\",\"name\":\"Renewable
internal freshwater resources per capita (cubic meters)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Food
and Agriculture Organization, AQUASTAT data.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.LND.PTLD.K2\",\"name\":\"Terrestrial
protected areas (sq. km)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Environmental
Program and the World Conservation Monitoring Centre, as compiled by the World
Resources Institute, based on data from national authorities, national legislation
and international agreements.\",\"topics\":[]},{\"id\":\"ER.LND.PTLD.ZS\",\"name\":\"Terrestrial
protected areas (% of total land area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United
Nations Environmental Program and the World Conservation Monitoring Centre,
as compiled by the World Resources Institute, based on data from national
authorities, national legislation and international agreements.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.MRN.PTMR.K2\",\"name\":\"Marine
protected areas (sq. km)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United
Nations Environmental Program and the World Conservation Monitoring Centre,
as compiled by the World Resources Institute, based on data from national
authorities, national legislation and international agreements.\",\"topics\":[]},{\"id\":\"ER.MRN.PTMR.ZS\",\"name\":\"Marine
protected areas (% of territorial waters)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United
Nations Environmental Program and the World Conservation Monitoring Centre,
as compiled by the World Resources Institute, based on data from national
authorities, national legislation and international agreements.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"ER.PTD.TOTL.ZS\",\"name\":\"Terrestrial
and marine protected areas (% of total territorial area)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Environmental Program
and the World Conservation Monitoring Centre, as compiled by the World Resources
Institute, based on data from national authorities, national legislation and
international agreements.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"exp_sa_allsa_spe_tot\",\"name\":\"Total
spending as percent of GDP - All Social Assistance\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_cc_spe_tot\",\"name\":\"Total
spending as percent of GDP - Conditional Cash Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_ct_spe_tot\",\"name\":\"Total
spending as percent of GDP - Cash Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_fw_spe_tot\",\"name\":\"Total
spending as percent of GDP - Fee Waivers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_ik_spe_tot\",\"name\":\"Total
spending as percent of GDP - In-Kind\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_os_spe_tot\",\"name\":\"Total
spending as percent of GDP - Other Social Assistance\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_pw_spe_tot\",\"name\":\"Total
spending as percent of GDP - Public Works\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_sf_spe_tot\",\"name\":\"Total
spending as percent of GDP - School Feeding\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"exp_sa_sp_spe_tot\",\"name\":\"Total
spending as percent of GDP - Social Pension\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"\",\"sourceOrganization\":\"The Atlas
of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[]},{\"id\":\"FB.AST.LOAN.CB.P3\",\"name\":\"Loan
accounts, commercial banks (per 1,000 adults)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Consultative Group to Assist the Poor
and the World Bank Group\u2019s \\\"Financial Access 2010.\\\"\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.AST.LOAN.MF.P3\",\"name\":\"Loan accounts, microfinance
institutions (per 1,000 adults)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Consultative
Group to Assist the Poor and the World Bank Group\u2019s \\\"Financial Access
2010.\\\"\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"FB.AST.NPER.ZS\",\"name\":\"Bank
nonperforming loans to total gross loans (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Global Financial Stability Report.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.ATM.TOTL.P5\",\"name\":\"Automated teller machines
(ATMs) (per 100,000 adults)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Automated teller machines are computerized
telecommunications devices that provide clients of a financial institution
with access to financial transactions in a public place.\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.BNK.CAPA.ZS\",\"name\":\"Bank capital to assets
ratio (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
Global Financial Stability Report.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.CBK.BRCH.P5\",\"name\":\"Commercial bank branches
(per 100,000 adults)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.CBK.BRWR.P3\",\"name\":\"Borrowers from commercial
banks (per 1,000 adults)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FB.CBK.DPTR.P3\",\"name\":\"Depositors with commercial
banks (per 1,000 adults)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund, Financial
Access Survey.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"FB.POS.TOTL.P5\",\"name\":\"Point-of-sale
terminals (per 100,000 adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Consultative
Group to Assist the Poor and the World Bank Group\u2019s \\\"Financial Access
2010.\\\"\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"FC.XPD.ADMN.CR\",\"name\":\"General
administration function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.AGR.CR\",\"name\":\"Agriculture
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.ECON.CR\",\"name\":\"Economy
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.EDU.CR\",\"name\":\"Education
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.ENVR.CR\",\"name\":\"Environment
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.HE.CR\",\"name\":\"Health
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.HOUS.CR\",\"name\":\"Housing
and public facilities function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.INFR.CR\",\"name\":\"Infrastructure
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.PROT.CR\",\"name\":\"Social
protection function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.PUBL.CR\",\"name\":\"Public,
law and order function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.RELG.CR\",\"name\":\"Religious
function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FC.XPD.TOUR.CR\",\"name\":\"Tourism
and culture function expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"FD.AST.PRVT.GD.ZS\",\"name\":\"Domestic
credit to private sector by banks (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files, and World
Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FD.RES.LIQU.AS.ZS\",\"name\":\"Bank liquid reserves
to bank assets ratio (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FI.RES.GOLD.CD.WB\",\"name\":\"Gold, valued at year-end
London prices (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The gold component of reserves
is valued at year-end (December 31) London prices. \",\"sourceOrganization\":\"International
Monetary Fund.\",\"topics\":[]},{\"id\":\"FI.RES.TOTL.CD\",\"name\":\"Total
reserves (includes gold, current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"},{\"id\":\"20\",\"value\":\"External
Debt\"}]},{\"id\":\"FI.RES.TOTL.CD.WB\",\"name\":\"Total reserves including
gold valued at London gold price (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund.\",\"topics\":[]},{\"id\":\"FI.RES.TOTL.CD.ZS\",\"name\":\"Total
reserves includes gold (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FI.RES.TOTL.DT.ZS\",\"name\":\"Total
reserves (% of total external debt)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International reserves to total
external debt stocks.\",\"sourceOrganization\":\"World Bank, International
Debt Statistics.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"FI.RES.TOTL.MO\",\"name\":\"Total
reserves in months of imports\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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)].\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"FI.RES.TOTL.MO.WB\",\"name\":\"Total
reserves in months of imports of goods and services\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, World Bank country economists.\",\"topics\":[]},{\"id\":\"FI.RES.XGLD.CD\",\"name\":\"Total
reserves minus gold (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"fin11.1\",\"name\":\"SMEs
with at least one female owner with a proportion of loans requiring collateral
(%)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of SMEs (5-99 employees)
with at least one female owner required to provide collateral on their last
bank loan (reflects the tightness of credit conditions)\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"fin11.2\",\"name\":\"SMEs
with a proportion of loans requiring collateral (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of SMEs (5-99 employees) required to provide collateral on their
last bank loan (reflects the tightness of credit conditions)\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/) and Financing
SMEs and Entrepreneurs 2016: An OECD Scoreboard\",\"topics\":[]},{\"id\":\"fin14.1\",\"name\":\"SMEs
with at least one female owner with an outstanding loan or line of credit
(%)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of SMEs (5-99 employees)
with at least one female owner with an outstanding loan or line of credit
from a bank or other formal financial institution\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"fin14.2\",\"name\":\"SMEs
with an outstanding loan or line of credit (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of SMEs (5-99 employees) with an outstanding loan or line of credit
\ from a bank or other formal financial institution\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"fin15.1\",\"name\":\"SMEs
with at least one female owner with an account at a formal financial institution
(%)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of SMEs (5-99 employees)
with at least one female owner with a checking or savings account at a bank
or other financial institution\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"fin15.2\",\"name\":\"SMEs
with an account at a formal financial institution (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of SMEs (5-99 employees) with a checking or savings account at
a bank or other financial institution\",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"Finx1.1\",\"name\":\"SMEs
with at least one female owner that send or receive digital payments from
an account (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial
Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage of SMEs (5-99
employees) with at least one female owner that send or receive digital payments
from an account\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"Finx1.2\",\"name\":\"SMEs
that send or receive digital payments from an account (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of SMEs (5-99 employees) that send or receive digital payments
from an account\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"Finx2.1\",\"name\":\"SMEs
with at least one female owner that have a POS terminal (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of SMEs (5-99 employees) that have a POS terminal\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"Finx2.2\",\"name\":\"SMEs
that have a POS terminal (%)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage
of SMEs (5-99 employees) with at least one female owner that have a POS terminal\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"FISH_MEAL\",\"name\":\"Fishmeal,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Fishmeal (any origin), 64-65%, c&f
Bremen, estimates based on wholesale price, beginning 2004; previously c&f
Hamburg\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil World; US Department
of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"FM.ASC.DOMO.CN\",\"name\":\"Claims
on private sector, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"International Monetary Fund, International Financial
Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.DOMS.CN\",\"name\":\"Net
domestic credit, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.GOVT.CN\",\"name\":\"Net
domestic credit to government, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.NCGV.CN\",\"name\":\"Claims
on central government, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to government
budget. Data are in current local currencies. AF stands for annual flow. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.NFGD.CN\",\"name\":\"Total
assets, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Change in liabilities consists
of changes in money, quasi-money and other liabilities, net. Data; Annual
flow, local currencies. \",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.NFRG.CN\",\"name\":\"Net
foreign assets, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.OFFO.CN\",\"name\":\"Claims
on other official entities, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to other official
entities of government. Data are in current local currencies. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.OFIN.CN\",\"name\":\"Claims
on nonmonetary financial institutions, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to other financial
institutions (non-governmental). Data are in current local currencies. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.ASC.TOTP.CN\",\"name\":\"Claims
on private sector and other financial institutions, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to Rest of
the economy (excludes government). Data are in current local currencies. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.CGOV.ZG.M3\",\"name\":\"Claims
on central government (annual growth as % of broad money)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Claims on central government (IFS
line 32AN..ZK) include loans to central government institutions net of deposits.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.DOMO.CN\",\"name\":\"Net domestic credit to
private sector, stock (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.DOMO.ZG.M3\",\"name\":\"Claims
on other sectors of the domestic economy (annual growth as % of broad money)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.DOMS.CN\",\"name\":\"Net domestic credit (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.GOVT.CN\",\"name\":\"Claims on governments and
other public entities (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.GOVT.CN.ZS\",\"name\":\"Claims on governments
and other public entities (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"\\\"International
Monetary Fund.\\u000d\\\"\",\"topics\":[]},{\"id\":\"FM.AST.GOVT.ZG.M2\",\"name\":\"Claims
on governments, etc. (annual growth as % of M2)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.NCGV.CN\",\"name\":\"Claims on central government
(current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Claims
on the central government, net is defined as the central governments direct
financial obligations to the country\u2019s financial institutions less any
claims the central government has on those institutions. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.NFGD.CN\",\"name\":\"Total
assets (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Liabilities consists of money, quasi-money
and other liabilities, net, end of year stocks. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.NFRG.CD\",\"name\":\"Net
foreign assets (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.NFRG.CN\",\"name\":\"Net
foreign assets (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.OFFO.CN\",\"name\":\"Net domestic credit to
other official entities, stock (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to other official
entities of government. Data are in current local currencies. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.OFIN.CN\",\"name\":\"Net
domestic credit to other private financial institutions, stock (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to other financial
institutions of the Rest of the economy (excludes government). Data are in
current local currencies. \",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.AST.PRVT.ZG.M2\",\"name\":\"Claims
on private sector (annual growth as % of M2)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.PRVT.ZG.M3\",\"name\":\"Claims on private sector
(annual growth as % of broad money)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.AST.TOTP.CN\",\"name\":\"Net domestic credit to
rest of economy, stock (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net domestic credit to Rest of
the economy (excludes government). Data are in current local currencies. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.LBC.MQMY.CN\",\"name\":\"Money
and quasi money (M2), flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.LBC.XMQM.CN\",\"name\":\"Other
liabilities excluding M2, flow (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Other liabilities excluding M2
(current LCU). \",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FM.LBL.BMNY.CN\",\"name\":\"Broad
money (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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\u2019s checks; and other securities
such as certificates of deposit and commercial paper.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.LBL.BMNY.GD.ZS\",\"name\":\"Broad money (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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\u2019s
checks; and other securities such as certificates of deposit and commercial
paper.\",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files, and World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.LBL.BMNY.IR.ZS\",\"name\":\"Broad money to total
reserves ratio\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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\u2019s checks; and other securities such as certificates of deposit
and commercial paper.\",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.LBL.BMNY.ZG\",\"name\":\"Broad money growth (annual
%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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\u2019s checks; and other securities such as certificates of deposit
and commercial paper.\",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FM.LBL.XMQM.CN\",\"name\":\"Other liabilities excluding
M2 (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Other liabilities excluding M2, flow (current
LCU). \",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FN.CRED.AGR.TOTL\",\"name\":\"Total
Credit by Sector: Agriculture (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.BUS.TOTL\",\"name\":\"Total
Credit by Sector: Business (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.CNSP.TOTL\",\"name\":\"Total
Credit by Utilization: Consumption (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.CNST.TOTL\",\"name\":\"Total
Credit by Sector: Construction (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.INVS.TOTL\",\"name\":\"Total
credit by Utilization: Investment (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.MINQ.TOTL\",\"name\":\"Total
Credit by Sector: Mining and Quarrying (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.MNF.TOTL\",\"name\":\"Total
Credit by Sector: Manufacture (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.SRV.OTHR.TOTL\",\"name\":\"Total
Credit by Sector: Other Services (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.SRV.SOCL.TOTL\",\"name\":\"Total
Credit by Sector: Social Services (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.TRAD.TOTL\",\"name\":\"Total
Credit by Sector: Trade (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.TRAN.TOTL\",\"name\":\"Total
Credit by Sector: Transportation (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.UTL.TOTL\",\"name\":\"Total
Credit by Sector: Utilities (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.CRED.WCAP.TOTL\",\"name\":\"Total
Credit by Utilization: Working Capital (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.DPST.TOTL\",\"name\":\"Total
Deposits (province level, in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FN.INR.CBIR\",\"name\":\"Central
bank intervention rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central bank intervention rate.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"FN.LOAN.CBK.TOTL\",\"name\":\"Total
Commercial and Rural Banks Loans Rupiah and Foreign Currency (province level,
in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"FP.CPI.TOTL\",\"name\":\"Consumer
price index (2010 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FP.CPI.TOTL.ZG\",\"name\":\"Inflation, consumer prices
(annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"FP.WPI.TOTL\",\"name\":\"Wholesale
price index (2010 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FR.INR.DPST\",\"name\":\"Deposit interest rate (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FR.INR.DPST.DP\",\"name\":\"Real deposit interest rate
(%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Real
interest rate is the lending interest rate adjusted for inflation as measured
by the GDP deflator. \",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics and data files using World Bank data on
the GDP deflator.\",\"topics\":[]},{\"id\":\"FR.INR.GBND\",\"name\":\"Bond
interest rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Bond interest rate (%). \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FR.INR.IMPL\",\"name\":\"International
interest rate, implicit (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"International interest rate (implicit,
%). \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"FR.INR.LEND\",\"name\":\"Lending
interest rate (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FR.INR.LNDP\",\"name\":\"Interest rate spread (lending
rate minus deposit rate, %)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics and data files.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FR.INR.MMKT\",\"name\":\"Money market rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Money market interest rate, IFS
line 60b (%). \",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FR.INR.RINR\",\"name\":\"Real
interest rate (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics and data files using World Bank data on
the GDP deflator.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"FR.INR.RISK\",\"name\":\"Risk premium on lending (lending
rate minus treasury bill rate, %)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics database.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FR.INR.TDPT\",\"name\":\"Time deposits interest rate
(%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FR.INR.TDPT.RL\",\"name\":\"Real
interest on time deposit (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"IFS, line 60 lc deflated by CPI.
\",\"sourceOrganization\":\"International Monetary Fund, International Financial
Statistics.\",\"topics\":[]},{\"id\":\"FS.AST.CGOV.GD.ZS\",\"name\":\"Claims
on central government, etc. (% GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Claims on central government (IFS
line 52AN or 32AN) include loans to central government institutions net of
deposits.\",\"sourceOrganization\":\"International Monetary Fund, International
Financial Statistics and data files, and World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FS.AST.DOMO.GD.ZS\",\"name\":\"Claims on other sectors
of the domestic economy (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files, and World
Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"FS.AST.DOMS.GD.ZS\",\"name\":\"Domestic credit provided
by financial sector (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files, and World Bank and
OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"FS.AST.PRVT.CN\",\"name\":\"Banking survey: claims on private
sector (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"FS.AST.PRVT.GD.ZS\",\"name\":\"Domestic
credit to private sector (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files, and World
Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"FS.XPC.DDPT.CN\",\"name\":\"Demand
deposits (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Demand deposits. \",\"sourceOrganization\":\"International
Monetary Fund.\",\"topics\":[]},{\"id\":\"FS.XPC.TDPT.CN\",\"name\":\"Time
deposits (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Time deposits. \",\"sourceOrganization\":\"International
Monetary Fund.\",\"topics\":[]},{\"id\":\"GB.AMA.ABRD.CN\",\"name\":\"Adjustments
to foreign scheduled principal repayments (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Principal repayments are actual
amounts of principal (amortization) paid in currency, goods, or services in
the year specified. \_\",\"sourceOrganization\":\"World Bank country economists\",\"topics\":[]},{\"id\":\"GB.BAL.CIGR.CN\",\"name\":\"Current
budget balance, including grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The excess of current revenue over
current expenditure. data are in current local currencies. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.BAL.OVRL.CN\",\"name\":\"Overall
budget balance, including grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.BAL.OVRX.CN\",\"name\":\"Overall
surplus\\/deficit, excluding current grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.BAL.OVXG.CN\",\"name\":\"Overall
surplus\\/deficit, excluding all grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Overall budget deficit is current
and capital revenue excluding current grants less total expenditure and lending
minus repayments. Values are in current local currencies. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.BAL.XINT.CN\",\"name\":\"Primary
balance, excluding interest (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Primary deficit, excluding interest
(current LCU). \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.DOD.DMSY.CN\",\"name\":\"Central
government debt, monetary system credit (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Domestic debt consists of the outstanding
stock or recognized, direct liabilities to the monetary system. Data are in
current local currencies. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.DOD.DNMS.CN\",\"name\":\"Central
government debt, other domestic (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Domestic debt to other in current
local currencies. \",\"sourceOrganization\":\"World Bank and Global Development
Finance.\",\"topics\":[]},{\"id\":\"GB.DOD.FRGN.CD\",\"name\":\"External debt,
end year (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.DOD.FRGN.CN\",\"name\":\"External
debt, end year (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.DOD.TOTL.CN\",\"name\":\"Total
government debt (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.DTA.DOMS.CN\",\"name\":\"Central
government arrears on domestic debt (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government arrears on domestic
debt. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.DTA.FRGN.CN\",\"name\":\"Central
government arrears on external debt (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government arrears on external
debt. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.FIN.ABRD.CN\",\"name\":\"External
borrowing, net (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.FIN.DMSY.CN\",\"name\":\"Domestic
financing, monetary system credit (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Domestic financing, monetary system
credit. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.FIN.DNMS.CN\",\"name\":\"Other
domestic borrowing (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.FIN.IKFR.CN\",\"name\":\"Financing,
including external capital grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Financing, including external capital
grants. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank country economists\",\"topics\":[]},{\"id\":\"GB.GRT.CTOT.CN\",\"name\":\"Total
current grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Grants include grants from other
foreign governments, international organizations, and other government units.
\ Data are in current local currency. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"GB.GRT.KFRN.CN\",\"name\":\"External
capital grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.NTX.CIGR.CN\",\"name\":\"Nontax
receipts (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.REV.IGRT.CN\",\"name\":\"Total
revenue including current grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.REV.XAGT.CN\",\"name\":\"Central
government revenue excluding all grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government revenue excluding
all grants. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.REV.XAGT.CN.ZS\",\"name\":\"Central
government revenues, excluding all grants (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government revenues, excluding
all grants. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.RVC.IGRT.CN\",\"name\":\"Total
currrent revenues including current grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.RVC.TOTL.CN\",\"name\":\"Current
revenue, excluding grants (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists\",\"topics\":[]},{\"id\":\"GB.RVK.TOTL.CN\",\"name\":\"Capital
revenue (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.TAX.CMAR.ZS\",\"name\":\"Highest
marginal tax rate, corporate rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Highest marginal tax rate (corporate
rate) is the highest rate shown on the schedule of tax rates applied to the
taxable income of corporations.\",\"sourceOrganization\":\"KPMG's Corporate
and Indirect Tax Rate Survey 2009 (www.kpmg.com), and PricewaterhouseCoopers's
Worldwide Tax Summaries Online (www.pwc.com).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GB.TAX.DRCT.CN\",\"name\":\"Direct taxes (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.TAX.GSRV.CN\",\"name\":\"Taxes
on goods and services, GB (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.TAX.IDRT.CN\",\"name\":\"Indirect
taxes less subsidies (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.TAX.INTT.CN\",\"name\":\"Taxes
on international trade, GB (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.TDS.ABRD.CN\",\"name\":\"Adjustments
to foreign scheduled debt service (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country economists\",\"topics\":[]},{\"id\":\"GB.TDS.FRGN.CN\",\"name\":\"Central
government debt service, external (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country economists\",\"topics\":[]},{\"id\":\"GB.XPC.GSRV.CN\",\"name\":\"Government
consumption (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.XPC.INTD.CN\",\"name\":\"Interest
on domestic debt (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Interest on domestic debt. Data
are in current local currency. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.XPC.INTE.CN\",\"name\":\"Interest
on external debt (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Interest on external debt (current
LCU). Data are in current local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.XPC.SUBS.CN\",\"name\":\"Subsidies
(GFS, current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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 \u2018subsidies
on products\u2019, subsidies payable per unit of a good or a service, and
\u2018other subsidies on production\u2019, which cover all other subsidies
enterprises receives as a consequence of engaging in production. Data are
in current local currency. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.XPC.TOTL.CN\",\"name\":\"Current
expenditure, total (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.XPC.TRFO.CN\",\"name\":\"Other
current transfers (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Other current transfers include
all unrequited, nonrepayable transfers on current account to private and public
enterprises. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"GB.XPC.WAGE.CN\",\"name\":\"Wages
and salaries (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.XPD.DEFN.CN\",\"name\":\"Defense
expenditure (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.XPD.INLD.CN\",\"name\":\"Total
expenditure and net lending (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"GB.XPD.RSDV.GD.ZS\",\"name\":\"Research
and development expenditure (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Expenditures for research and development
are current and capital expenditures (both public and private) on creative
work undertaken systematically to increase knowledge, including knowledge
of humanity, culture, and society, and the use of knowledge for new applications.
R&D covers basic research, applied research, and experimental development.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science & Technology
\"}]},{\"id\":\"GB.XPK.INLD.CN\",\"name\":\"Total capital expenditure and
net lending (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GB.XPK.RINV.CN\",\"name\":\"Budgetary
investment (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Budgetary investment. Data are in current
local currency. \",\"sourceOrganization\":\"World Bank country economists\",\"topics\":[]},{\"id\":\"GB.XPL.TRNL.CN\",\"name\":\"Capital
transfers (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Capital transfers. Data are in current local
currency. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"GC.BAL.CASH.CD\",\"name\":\"Fiscal
balance, cash surplus\\/deficit (current US$)\\u000d\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"GC.BAL.CASH.CN\",\"name\":\"Cash
surplus\\/deficit (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.BAL.CASH.GD.ZS\",\"name\":\"Cash surplus\\/deficit
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files, and World Bank and
OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.DOD.TOTL.CN\",\"name\":\"Central government debt,
total (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.DOD.TOTL.GD.ZS\",\"name\":\"Central government debt,
total (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"GC.FIN.DOMS.CN\",\"name\":\"Net
incurrence of liabilities, domestic (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.FIN.DOMS.GD.ZS\",\"name\":\"Net incurrence of liabilities,
domestic (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files, and World Bank
and OECD GDP estimates.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector
\"}]},{\"id\":\"GC.FIN.FRGN.CN\",\"name\":\"Net incurrence of liabilities,
foreign (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.FIN.FRGN.GD.ZS\",\"name\":\"Net incurrence of liabilities,
foreign (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files, and World Bank
and OECD GDP estimates.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector
\"}]},{\"id\":\"GC.REV.GOTR.CN\",\"name\":\"Grants and other revenue (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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 owner\xADship of property); and
voluntary, unrequited, nonrepayable receipts other than grants.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.REV.GOTR.ZS\",\"name\":\"Grants and other revenue
(% of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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 owner\xADship of property); and
voluntary, unrequited, nonrepayable receipts other than grants.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.REV.SOCL.CN\",\"name\":\"Social contributions (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.REV.SOCL.ZS\",\"name\":\"Social contributions (%
of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.REV.TOTL.CD\",\"name\":\"Total revenue (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"GC.REV.TOTL.CN\",\"name\":\"Total
revenue (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"GC.REV.XGRT.CD\",\"name\":\"Revenue,
excluding grants (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"GC.REV.XGRT.CN\",\"name\":\"Revenue,
excluding grants (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund, Government Finance
Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.REV.XGRT.GD.ZS\",\"name\":\"Revenue, excluding grants
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"GC.TAX.EXPT.CN\",\"name\":\"Taxes
on exports (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.EXPT.ZS\",\"name\":\"Taxes on exports (% of
tax revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"GC.TAX.GSRV.CN\",\"name\":\"Taxes
on goods and services (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.GSRV.RV.ZS\",\"name\":\"Taxes on goods and services
(% of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.GSRV.VA.ZS\",\"name\":\"Taxes on goods and services
(% value added of industry and services)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files, and
World Bank and OECD value added estimates.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.IMPT.CN\",\"name\":\"Customs and other import
duties (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.IMPT.ZS\",\"name\":\"Customs and other import
duties (% of tax revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"GC.TAX.INTT.CN\",\"name\":\"Taxes
on international trade (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Taxes on international trade include
import duties, export duties, profits of export or import monopolies, exchange
profits, and exchange taxes.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.INTT.RV.ZS\",\"name\":\"Taxes on international
trade (% of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Taxes on international trade include import
duties, export duties, profits of export or import monopolies, exchange profits,
and exchange taxes.\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.OTHR.CN\",\"name\":\"Other taxes (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.OTHR.RV.ZS\",\"name\":\"Other taxes (% of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.TOTL.CN\",\"name\":\"Tax revenue (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.TOTL.GD.ZS\",\"name\":\"Tax revenue (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.YPKG.CN\",\"name\":\"Taxes on income, profits
and capital gains (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.YPKG.RV.ZS\",\"name\":\"Taxes on income, profits
and capital gains (% of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.TAX.YPKG.ZS\",\"name\":\"Taxes on income, profits
and capital gains (% of total taxes)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.COMP.CN\",\"name\":\"Compensation of employees
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.COMP.ZS\",\"name\":\"Compensation of employees
(% of expense)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.GSRV.CN\",\"name\":\"Goods and services expense
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.GSRV.ZS\",\"name\":\"Goods and services expense
(% of expense)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.INTP.CN\",\"name\":\"Interest payments (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
payments include interest payments on government debt--including long-term
bonds, long-term loans, and other debt instruments--to domestic and foreign
residents.\",\"sourceOrganization\":\"International Monetary Fund, Government
Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.INTP.RV.ZS\",\"name\":\"Interest payments (%
of revenue)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
payments include interest payments on government debt--including long-term
bonds, long-term loans, and other debt instruments--to domestic and foreign
residents.\",\"sourceOrganization\":\"International Monetary Fund, Government
Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.INTP.ZS\",\"name\":\"Interest payments (% of
expense)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Interest
payments include interest payments on government debt--including long-term
bonds, long-term loans, and other debt instruments--to domestic and foreign
residents.\",\"sourceOrganization\":\"International Monetary Fund, Government
Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.OTHR.CN\",\"name\":\"Other expense (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Other
expense is spending on dividends, rent, and other miscellaneous expenses,
including provision for consumption of fixed capital.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.OTHR.ZS\",\"name\":\"Other expense (% of expense)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Other expense is spending on dividends,
rent, and other miscellaneous expenses, including provision for consumption
of fixed capital.\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.TOTL.CD\",\"name\":\"Expense (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[]},{\"id\":\"GC.XPN.TOTL.CN\",\"name\":\"Expense
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary Fund,
Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.TOTL.GD.ZS\",\"name\":\"Expense (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files, and
World Bank and OECD GDP estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"GC.XPN.TRFT.CN\",\"name\":\"Subsidies
and other transfers (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GC.XPN.TRFT.ZS\",\"name\":\"Subsidies and other transfers
(% of expense)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, Government Finance Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"GCI.10THPILLAR.XQ\",\"name\":\"10th pillar: Market
size\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"This
indicator is a derived from the following indicators: (a) Domestic market
size index (b) Foreign market size index. \",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.11THPILLAR.XQ\",\"name\":\"11th
pillar: Business sophistication\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global Competitiveness Report: various
issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.12THPILLAR.XQ\",\"name\":\"12th
pillar: Innovation\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\u2019t procurement of advanced tech product (f) Availability
of scientist and engineers and (g) Utility patents per million population.\",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.1STPILLAR.XQ\",\"name\":\"1st
pillar: Institutions\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global
Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.2NDPILLAR.XQ\",\"name\":\"2nd
pillar: Infrastructure\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.3RDPILLAR.XQ\",\"name\":\"3rd
pillar: Macroeconomic stability\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"The Global Competitiveness Report:
various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.4THPILLAR.XQ\",\"name\":\"4th
pllar: Health and primary education\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.5THPILLAR.XQ\",\"name\":\"5th
pillar: Higher education and training\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.6THPILLAR.XQ\",\"name\":\"6th
pillar: Goods market efficiency\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.7THPILLAR.XQ\",\"name\":\"7th
pillar: Labor market efficiency\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global Competitiveness Report: various
issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.8THPILLAR.XQ\",\"name\":\"8th
pillar: Financial market sophistication\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.9THPILLAR.XQ\",\"name\":\"9th
pillar: Techonological readiness\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The
Global Competitiveness Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.INDEX.XQ\",\"name\":\"Global
Competitiveness Index (GCI)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.PILLAR11TO12.XQ\",\"name\":\"Innovation
and sophistication factors (weighted index 11th pillar to 12 th pillar)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The innovation and sophistication
factors subindex includes the pillars (pillar 11 and 12) critical to countries
in the innovation-driven stage. \",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.PILLAR1TO4.XQ\",\"name\":\"Basic
requirements (weighted index 1st pillar to 4th pillar)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The basic requirements subindex
groups those pillars (pillar 1 to 4) most critical for countries in the factor-driven
stage. \",\"sourceOrganization\":\"The Global Competitiveness Report: various
issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.PILLAR5TO10.XQ\",\"name\":\"Efficiency
enhancers (weighted index 5th to 10th pillar)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The efficiency enhancers subindex
includes those pillars critical for countries in the efficiency-driven stage
(pillar 5 to 10). \",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GCI.RANK.XQ\",\"name\":\"Global
Competitive Index (GCI) rank\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\\"This ranks each country for
The Global Competitiveness Index (GCI). The 2006\u20132007 rank is out of
125 countries. \\u000d The 2007\u20132008 rank is out of 131 countries. The
2008\u20132009 rank is out of 134 countries. The 2009\u20132010 rank is out
of 133 countries.\\\"\",\"sourceOrganization\":\"The Global Competitiveness
Report: various issues (http:\\/\\/gcr.weforum.org\\/).\",\"topics\":[]},{\"id\":\"GE.EST\",\"name\":\"Government
Effectiveness: Estimate\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide Governance Indicators,
The World Bank\",\"topics\":[]},{\"id\":\"GE.NO.SRC\",\"name\":\"Government
Effectiveness: Number of Sources\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"GE.PER.RNK\",\"name\":\"Government
Effectiveness: Percentile Rank\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"GE.PER.RNK.LOWER\",\"name\":\"Government
Effectiveness: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"GE.PER.RNK.UPPER\",\"name\":\"Government
Effectiveness: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"GE.STD.ERR\",\"name\":\"Government
Effectiveness: Standard Error\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"gf1\",\"name\":\"Account
(% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial
Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage of respondents
who report having an account (by themselves or together with someone else).
For 2011, this can be an account at a bank or another type of financial institution,
and for 2014 this can be a mobile account as well (see y\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.1\",\"name\":\"Account,
female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of
Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage
of respondents who report having an account (by themselves or together with
someone else). For 2011, this can be an account at a bank or another type
of financial institution, and for 2014 this can be a mobile account as well
(see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.2\",\"name\":\"Account,
male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of
Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage
of respondents who report having an account (by themselves or together with
someone else). For 2011, this can be an account at a bank or another type
of financial institution, and for 2014 this can be a mobile account as well
(see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.3\",\"name\":\"Account,
income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report having an account (by themselves or together
with someone else). For 2011, this can be an account at a bank or another
type of financial institution, and for 2014 this can be a mobile account as
well (see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.4\",\"name\":\"Account,
income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report having an account (by themselves or together
with someone else). For 2011, this can be an account at a bank or another
type of financial institution, and for 2014 this can be a mobile account as
well (see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.5\",\"name\":\"Account,
young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage
of respondents who report having an account (by themselves or together with
someone else). For 2011, this can be an account at a bank or another type
of financial institution, and for 2014 this can be a mobile account as well
(see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf1.6\",\"name\":\"Account,
older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the percentage
of respondents who report having an account (by themselves or together with
someone else). For 2011, this can be an account at a bank or another type
of financial institution, and for 2014 this can be a mobile account as well
(see y\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10\",\"name\":\"Received
wages or government transfers into an account (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who receive wages or government transfers to an
account (% age 15+).\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.1\",\"name\":\"Received
wages or government transfers into an account, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who receive wages or government transfers to an
account (female, % age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.2\",\"name\":\"Received
wages or government transfers into an account, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who receive wages or government transfers to an
account (male, % age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.3\",\"name\":\"Received
wages or government transfers into an account, income, poorest 40% (% age
15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of respondents who receive
wages or government transfers to an account (income, poorest 40%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.4\",\"name\":\"Received
wages or government transfers into an account, income, richest 60% (% age
15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of respondents who receive
wages or government transfers to an account (income, richest 60%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.5\",\"name\":\"Received
wages or government transfers into an account, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who receive wages or government transfers to an
account (% ages 15-34).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf10.6\",\"name\":\"Received
wages or government transfers into an account, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who receive wages or government transfers to an
account (% age 35+).\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2\",\"name\":\"Borrowed
from a financial institution in the past year (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report borrowing any money from a bank or another
type of financial institution in the past 12 months (see year-specific definitions
for details)(% age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.1\",\"name\":\"Borrowed
from a financial institution in the past year, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report borrowing any money from a bank or another
type of financial institution in the past 12 months (see year-specific definitions
for details) (female, % age 15+).\",\"sourceOrganization\":\"Global Findex
database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.2\",\"name\":\"Borrowed
from a financial institution in the past year, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report borrowing any money from a bank or another
type of financial institution in the past 12 months (see year-specific definitions
for details) (male, % age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.3\",\"name\":\"Borrowed
from a financial institution in the past year, income, poorest 40% (% age
15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of respondents who report
borrowing any money from a bank or another type of financial institution in
the past 12 months (see year-specific definitions for details) (income, poorest
40%, % age 15+).\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.4\",\"name\":\"Borrowed
from a financial institution in the past year, income, richest 60% (% age
15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial Inclusion
Indicators\"},\"sourceNote\":\"Denotes the percentage of respondents who report
borrowing any money from a bank or another type of financial institution in
the past 12 months (see year-specific definitions for details) (income, richest
60%, % age 15+).\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.5\",\"name\":\"Borrowed
from a financial institution in the past year, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report borrowing any money from a bank or another
type of financial institution in the past 12 months (see year-specific definitions
for details) (% ages 15-34).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf2.6\",\"name\":\"Borrowed
from a financial institution in the past year, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report borrowing any money from a bank or another
type of financial institution in the past 12 months (see year-specific definitions
for details) (% age 35+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3\",\"name\":\"Made
or received digital payments (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (% age 15+). Includes using the internet to make payments;
using a pho\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.1\",\"name\":\"Made
or received digital payments, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (female, % age 15+). Includes using the internet to make
payments; us\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.2\",\"name\":\"Made
or received digital payments, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (male, % age 15+). Includes using the internet to make
payments; usin\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.3\",\"name\":\"Made
or received digital payments, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (income, poorest 40%, % age 15+). Includes using the internet
to make\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.4\",\"name\":\"Made
or received digital payments, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (income, richest 60%, % age 15+). Includes using the internet
to make\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.5\",\"name\":\"Made
or received digital payments, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (% ages 15-34). Includes using the internet to make payments;
using a\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf3.6\",\"name\":\"Made
or received digital payments, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a transaction account (with a bank or other formal
financial institution or mobile money provider) to make or receive a digital
financial payment (% age 35+). Includes using the internet to make payments;
using a ph\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4\",\"name\":\"Made
payment using a mobile phone (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (% age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.1\",\"name\":\"Made
payment using a mobile phone, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (female, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.2\",\"name\":\"Made
payment using a mobile a phone, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (male, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.3\",\"name\":\"Made
payment using a mobile phone, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (income, poorest 40%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.4\",\"name\":\"Made
payment using a mobile phone, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (income, richest 60%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.5\",\"name\":\"Made
payment using a mobile phone, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (% ages 15-34).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf4.6\",\"name\":\"Made
payment using a mobile phone, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using a mobile phone to pay bills, make purchases, or
send or receive money from an account (with a bank or other formal financial
institution or mobile money provider) (% age 35+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5\",\"name\":\"Made
payment using the internet (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (% age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.1\",\"name\":\"Made
payment using the internet, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (female, % age 15+).\",\"sourceOrganization\":\"Global Findex
database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.2\",\"name\":\"Made
payment using the internet, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (male, % age 15+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.3\",\"name\":\"Made
payment using the internet, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (income, poorest 40%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.4\",\"name\":\"Made
payment using the internet, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (income, richest 60%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.5\",\"name\":\"Made
payment using the internet, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (% ages 15-34).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf5.6\",\"name\":\"Made
payment using the internet, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults using the internet to pay bills, make purchases, or send
money online (% age 35+).\",\"sourceOrganization\":\"Global Findex database
(http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6\",\"name\":\"Made
payment using a debit card (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (% age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.1\",\"name\":\"Made
payment using a debit card, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (female, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.2\",\"name\":\"Made
payment using a debit card, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (male, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.3\",\"name\":\"Made
payment using a debit card, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (income, poorest 40%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.4\",\"name\":\"Made
payment using a debit card, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (income, richest 60%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.5\",\"name\":\"Made
payment using a debit card, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (% ages 15-34).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf6.6\",\"name\":\"Made
payment using a debit card, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report using their own debit card directly to
make a purchase in the past 12 months (% age 35+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7\",\"name\":\"High
frequency of account use (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.1\",\"name\":\"High
frequency of account use, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.2\",\"name\":\"High
frequency of account use, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.3\",\"name\":\"High
frequency of account use, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.4\",\"name\":\"High
frequency of account use, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.5\",\"name\":\"High
frequency of account use, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf7.6\",\"name\":\"High
frequency of account use, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with high frequency use of account where high frequency
is defined as having taken money out of a personal account(s) at a bank or
other formal financial institution 3 or more times in a typical month, including
cash withd\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8\",\"name\":\"Saved
at a financial institution (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (% age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.1\",\"name\":\"Saved
at a financial institution, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (female, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.2\",\"name\":\"Saved
at a financial institution, male (% age 15+)\\\"\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (with a bank or financial institution)
(male, % age 15\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.3\",\"name\":\"Saved
at a financial institution, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (income, poorest 40%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.4\",\"name\":\"Saved
at a financial institution, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (income, richest 60%, % age 15+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.5\",\"name\":\"Saved
at a financial institution, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (% ages 15-34).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf8.6\",\"name\":\"Saved
at a financial institution, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of respondents who report saving or setting aside any money at
a bank or another type of financial institution in the past 12 months (see
year-specific definitions for details) (% age 35+).\",\"sourceOrganization\":\"Global
Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9\",\"name\":\"Main
source of emergency funds: savings (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.1\",\"name\":\"Main
source of emergency funds: savings, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.2\",\"name\":\"Main
source of emergency funds: savings, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.3\",\"name\":\"Main
source of emergency funds: savings, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.4\",\"name\":\"Main
source of emergency funds: savings, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.5\",\"name\":\"Main
source of emergency funds: savings, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"gf9.6\",\"name\":\"Main
source of emergency funds: savings, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes, among
respondents reporting that in case of an emergency it is very possible, somewhat
possible, or not very possible for them to come up with 1\\/20 of GNI per
capita in local currency, the percentage who choose savings as their main
source of thi\",\"sourceOrganization\":\"Global Findex database (http:\\/\\/datatopics.worldbank.org\\/financialinclusion\\/)\",\"topics\":[]},{\"id\":\"GFDD.AI.01\",\"name\":\"Bank
accounts per 1000 adults\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"For each country calculated as: 1,000*reported
number of depositors\\/adult population in the reporting country.\",\"sourceOrganization\":\"Financial
Access Survey (FAS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.02\",\"name\":\"Bank branches per 100,000 adults
\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"For
each country calculated as: 100,000*reported number of depositors\\/adult
population in the reporting country.\",\"sourceOrganization\":\"Financial
Access Survey (FAS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.03\",\"name\":\"Firms with a bank loan or line
of credit (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Enterprise Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.04\",\"name\":\"Small firms with a bank loan
or line of credit (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.05\",\"name\":\"Account at a formal financial institution
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.06\",\"name\":\"Saved at a financial institution
in the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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+).\",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.07\",\"name\":\"Loan from a financial institution
in the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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+).\",\"sourceOrganization\":\"Global Financial Inclusion (Global
Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.08\",\"name\":\"Account used for business purposes
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"
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+).\",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.09\",\"name\":\"Account used to receive government
payments (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\" 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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.10\",\"name\":\"Account used to receive remittances
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"
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+).\",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.11\",\"name\":\"Account used to receive wages
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"
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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.12\",\"name\":\"Saved any money in the past
year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\" The percentage of respondents who report
saving or setting aside any money in the past 12 months (% age 15+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.13\",\"name\":\"Saved using a savings club
in the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\" 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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.14\",\"name\":\"Loan in the past year (% age
15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"
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.)\",\"sourceOrganization\":\"Global Financial Inclusion
(Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.15\",\"name\":\"Loan from a private lender
in the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\" The percentage of respondents who
report borrowing any money from a private lender in the past 12 months (%
age 15+).\",\"sourceOrganization\":\"Global Financial Inclusion (Global Findex)
Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.16\",\"name\":\"Loan from an employer in the past
year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\" The percentage of respondents who report
borrowing any money from an employer in the past 12 months (% age 15+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.17\",\"name\":\"Loan through store credit in
the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\" 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+).\",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.18\",\"name\":\"Loan from family or friends
in the past year (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\" The percentage of respondents who
report borrowing any money from family or friends in the past 12 months (%
age 15+).\",\"sourceOrganization\":\"Global Financial Inclusion (Global Findex)
Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.19\",\"name\":\"Checks used to make payments (% age
15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.20\",\"name\":\"Credit card (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"The percentage of respondents with
a credit card (% age 15+).\",\"sourceOrganization\":\"Global Financial Inclusion
(Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.21\",\"name\":\"Debit card (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"The percentage of respondents with
a debit card (% age 15+).\",\"sourceOrganization\":\"Global Financial Inclusion
(Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.22\",\"name\":\"Electronic payments used to
make payments (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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+).\",\"sourceOrganization\":\"Global
Financial Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.23\",\"name\":\"Mobile phone used to pay bills
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"The
percentage of respondents who report using a mobile phone to pay bills in
the past 12 months (% age 15+). \",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.24\",\"name\":\"Mobile phone used to send money
(% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"The
percentage of respondents who report using a mobile phone to send money in
the past 12 months (% age 15+).\",\"sourceOrganization\":\"Global Financial
Inclusion (Global Findex) Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.25\",\"name\":\"ATMs per 100,000 adults\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"For each country calculated as:
100,000*Number of ATMs\\/adult population in the reporting country.\",\"sourceOrganization\":\"Financial
Access Survey (FAS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AI.26\",\"name\":\"Depositing\\/withdrawing at
least once in a typical month (% age 15+)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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
\u201Cinactive account\u201D). 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+).\",\"sourceOrganization\":\"Global Financial Inclusion (Global Findex)
Database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.27\",\"name\":\"Firms with a checking or savings account
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Percentage
of firms with a checking or savings account.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.28\",\"name\":\"Firms using banks to finance investments
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Percentage
of firms using banks to finance purchases of fixed assets.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.29\",\"name\":\"Firms using banks to finance working
capital (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Percentage
of firms using bank loans to finance working capital.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.30\",\"name\":\"Loans requiring collateral (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Percentage of loans where a formal
financial institution requires collateral in order to provide the financing.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.31\",\"name\":\"Value of collateral needed for a loan
(% of the loan amount)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.32\",\"name\":\"Firms not needing a loan (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Enterprise Surveys, World
Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.AI.33\",\"name\":\"Firms
whose recent loan application was rejected (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Percent of firms whose most recent
loan application was rejected by a formal financial institution.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.34\",\"name\":\"Investments financed by banks (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Estimated proportion of purchases
of fixed assets that was financed from bank loans.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.35\",\"name\":\"Working capital financed by banks
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Proportion
of the working capital that was financed by bank loans.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AI.36\",\"name\":\"Firms identifying access to finance
as a major constraint (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"Percentage of firms identifying access\\/cost
of finance as a \\\"major\\\" or \\\"very severe\\\" obstacle.\",\"sourceOrganization\":\"Enterprise
Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.AM.01\",\"name\":\"Value traded excluding top 10 traded
companies to total value traded (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Federation of Exchanges\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AM.02\",\"name\":\"Market capitalization excluding
top 10 companies to total market capitalization (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Value of listed shares outside of
the top ten largest companies to total value of all listed shares. \",\"sourceOrganization\":\"World
Federation of Exchanges\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AM.03\",\"name\":\"Nonfinancial corporate bonds
to total bonds and notes outstanding (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Bank
for International Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.AM.04\",\"name\":\"Investments financed by equity
or stock sales (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"Estimated proportion of purchases of fixed
assets that was financed by owners\u2019 contribution or issue of new equity
shares.\",\"sourceOrganization\":\"Enterprise Surveys, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.01\",\"name\":\"Private credit by deposit money
banks to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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\u2019s 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).\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.02\",\"name\":\"Deposit money banks' assets
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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\u2019s 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).\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.03\",\"name\":\"Nonbank financial institutions\u2019
assets to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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\u2019s
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).\",\"sourceOrganization\":\"International Financial
Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.04\",\"name\":\"Deposit money bank assets to
deposit money bank assets and central bank assets (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Raw data are from the electronic
version of the IMF's International Financial Statistics (IFS lines 12 and
22, a-d).\",\"sourceOrganization\":\"International Financial Statistics (IFS),
International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.05\",\"name\":\"Liquid liabilities to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.06\",\"name\":\"Central bank assets to GDP
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.07\",\"name\":\"Mutual fund assets to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Data taken from a variety of sources
such as Investment Company Institute and national sources.\",\"sourceOrganization\":\"World
Bank - Non banking financial database\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.08\",\"name\":\"Financial system deposits to
GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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\u2019s 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).\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.09\",\"name\":\"Life insurance premium volume
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Sigma
Reports, Swiss Re\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.DI.10\",\"name\":\"Nonlife insurance premium volume to
GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Sigma
Reports, Swiss Re\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.DI.11\",\"name\":\"Insurance company assets to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Data taken from a variety of sources
such as AXCO and national sources.\",\"sourceOrganization\":\"Nonbanking financial
database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.DI.12\",\"name\":\"Private credit by deposit money banks
and other financial institutions to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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\u2019s 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)\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.13\",\"name\":\"Pension fund assets to GDP
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Nonbanking
financial database, World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DI.14\",\"name\":\"Domestic credit to private
sector (% of GDP)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Development
Indicators (WDI), World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.01\",\"name\":\"Stock market capitalization
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Global
Stock Markets Factbook and supplemental S&P data, Standard & Poor's\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.02\",\"name\":\"Stock market total value traded
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Global Stock Markets Factbook
and supplemental S&P data, Standard & Poor's\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.03\",\"name\":\"Outstanding domestic private
debt securities to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank
for International Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.04\",\"name\":\"Outstanding domestic public
debt securities to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank
for International Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.05\",\"name\":\"Outstanding international private
debt securities to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank for International Settlements
(BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.DM.06\",\"name\":\"Outstanding
international public debt securities to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank for International Settlements
(BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.DM.07\",\"name\":\"International
debt issues to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank for International
Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.DM.08\",\"name\":\"Gross portfolio equity liabilities
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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). \",\"sourceOrganization\":\"International Financial Statistics (IFS),
International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.09\",\"name\":\"Gross portfolio equity assets
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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). \",\"sourceOrganization\":\"International Financial Statistics
(IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.DM.10\",\"name\":\"Gross portfolio debt liabilities
to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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). \",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.EI.01\",\"name\":\"Bank net interest margin (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope, Bureau van Dijk
(BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.EI.02\",\"name\":\"Bank
lending-deposit spread\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"Raw data are from the electronic version of
the IMF\u2019s 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. \",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.EI.03\",\"name\":\"Bank noninterest income to
total income (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope, Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.EI.04\",\"name\":\"Bank overhead costs to total
assets (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.EI.05\",\"name\":\"Bank return on assets (%, after tax)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.EI.06\",\"name\":\"Bank return on equity (%, after tax)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.EI.07\",\"name\":\"Bank cost to income ratio (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope, Bureau van Dijk
(BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.EI.08\",\"name\":\"Credit
to government and state owned enterprises to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Raw data are from the electronic
version of the IMF\u2019s 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). \",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.EI.09\",\"name\":\"Bank return on assets (%, before
tax)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.EI.10\",\"name\":\"Bank return on equity (%, before tax)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.EM.01\",\"name\":\"Stock market turnover ratio (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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\u2019s International Financial Statistics.\",\"sourceOrganization\":\"Global
Stock Markets Factbook and supplemental S&P data, Standard & Poor's\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OE.01\",\"name\":\"Consumer price index (2010=100,
December)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"GFDD.OE.02\",\"name\":\"Average
Consumer Price Index (2010=100)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics and data files.\",\"topics\":[]},{\"id\":\"GFDD.OI.01\",\"name\":\"Bank
concentration (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.02\",\"name\":\"Bank deposits to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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\u2019s 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).\",\"sourceOrganization\":\"International
Financial Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.03\",\"name\":\"H-statistic\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"A measure of the degree of competition
in the banking market. It measures the elasticity of banks revenues relative
to input prices. Under perfect competition, an increase in input prices raises
both marginal costs and total revenues by the same amount, and hence the H-statistic
equals 1. Under a monopoly, an increase in input prices results in a rise
in marginal costs, a fall in output, and a decline in revenues, leading to
an H-statistic less than or equal to 0. When H is between 0 and 1, the system
operates under monopolistic competition. it is possible for H-stat to be
greater than 1 in some oligopolistic markets. (For more information, see Panzar
and Rosse 1982, 1987). Calculated from underlying bank-by-bank data from Bankscope.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.04\",\"name\":\"Lerner index\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"A measure of market power in the
banking market. It is defined as the difference between output prices and
marginal costs (relative to prices). Prices are calculated as total bank revenue
over assets, whereas marginal costs are obtained from an estimated translog
cost function with respect to output. Higher values of the Lerner index indicate
less bank competition. Lerner Index estimations follow the methodology described
in Demirg\xFC\xE7-Kunt and Mart\xEDnez Per\xEDa (2010). Calculated from underlying
bank-by-bank data from Bankscope.\",\"sourceOrganization\":\"Bankscope, Bureau
van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.OI.05\",\"name\":\"Boone
indicator\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"A
measure of degree of competition, calculated as the elasticity of profits
to marginal costs. To obtain the elasticity, the log of profits (measured
by return on assets) is regressed on the log of marginal costs. The estimated
coefficient (computed from the first derivative of a trans-log cost function)
is the elasticity. The rationale behind the indicator is that higher profits
are achieved by more-efficient banks. Hence, the more negative the Boone indicator,
the higher the degree of competition is because the effect of reallocation
is stronger. Estimations of the Boone indicator in this database follow the
methodology used by Schaeck and \u010Cih\xE1k (2010) with a modification to
use marginal costs instead of average costs. Regional estimates of the Boone
indicator pool the bank data by regions (for more information, see Hay and
Liu 1997; Boone 2001; Boone, Griffith, and Harrison 2005). Calculated from
underlying bank-by-bank data from Bankscope.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.06\",\"name\":\"5-bank asset concentration\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.07\",\"name\":\"Liquid liabilities in millions USD
(2000 constant)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Financial
Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.08\",\"name\":\"Loans from nonresident banks
(net) to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bank
for International Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.09\",\"name\":\"Loans from nonresident banks
(amounts outstanding) to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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-\xE0-vis all sectors.\",\"sourceOrganization\":\"Bank for International
Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.10\",\"name\":\"External loans and deposits of reporting
banks vis-\xE0-vis the banking sector (% of domestic bank deposits)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Data is from BIS Statistical Appendix
Table 7A minus 7B: External loans and deposits of reporting banks vis-\xE0-vis
all sectors minus external loans and deposits of reporting banks vis-\xE0-vis
nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year
data (i.e. December data) are used.\",\"sourceOrganization\":\"Bank for International
Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.11\",\"name\":\"External loans and deposits of reporting
banks vis-\xE0-vis the nonbanking sectors (% of domestic bank deposits)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Data is from BIS Statistical Appendix
Table 7B: External loans and deposits of reporting banks vis-\xE0-vis nonbanking
sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e.
December data) are used.\",\"sourceOrganization\":\"Bank for International
Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.12\",\"name\":\"External loans and deposits of reporting
banks vis-\xE0-vis all sectors (% of domestic bank deposits)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Data is from BIS Statistical Appendix
Table 7A: External loans and deposits of reporting banks vis-\xE0-vis all
sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e.
December data) are used.\",\"sourceOrganization\":\"Bank for International
Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.OI.13\",\"name\":\"Remittance inflows to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Development
Indicators (WDI), World Bank\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.14\",\"name\":\"Consolidated foreign claims
of BIS reporting banks to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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\u2019 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\u2019 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.\",\"sourceOrganization\":\"Consolidated
banking statistics, Bank for International Settlements (BIS)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.15\",\"name\":\"Foreign banks among total banks
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Stijn Claessens and Neeltje
van Horen, 2012. \\\"Foreign Banks: Trends, Impact and Financial Stability\\\"
IMF Working Paper, WP\\/12\\/10\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.16\",\"name\":\"Foreign bank assets among total
bank assets (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Stijn
Claessens and Neeltje van Horen, 2012. \\\"Foreign Banks: Trends, Impact and
Financial Stability\\\" IMF Working Paper, WP\\/12\\/10\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OI.17\",\"name\":\"Global leasing volume to GDP
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Ratios
calculated by source.\",\"sourceOrganization\":\"White Clarke Global Leasing
Report\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.OI.18\",\"name\":\"Total
factoring volume to GDP (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"GDP data provided by IFS and converted
into USD using IFS exchange rates.\",\"sourceOrganization\":\"Factors Chain
International\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.OI.19\",\"name\":\"Banking
crisis dummy (1=banking crisis, 0=none)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Luc Laeven and Fabi\xE1n Valencia, 2012.
\u201CSystemic Banking Crises Database: An Update\u201D, IMF Working Paper
WP\\/12\\/163\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"GFDD.OM.01\",\"name\":\"Number
of listed companies per 1,000,000 people \",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Global
Stock Markets Factbook and supplemental S&P data, Standard & Poor's\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.OM.02\",\"name\":\"Stock market return (%, year-on-year)\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Bloomberg\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.01\",\"name\":\"Bank Z-score\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope,
Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"GFDD.SI.02\",\"name\":\"Bank nonperforming loans to gross
loans (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Reported
by IMF staff. Note that due to differences in national accounting, taxation,
and supervisory regimes, these data are not strictly comparable across countries.
\",\"sourceOrganization\":\"Financial Soundness Indicators Database (fsi.imf.org),
International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.03\",\"name\":\"Bank capital to total assets
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Financial
Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.04\",\"name\":\"Bank credit to bank deposits
(%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"Raw
data are from the electronic version of the IMF\u2019s International Financial
Statistics. Private credit by deposit money banks (IFS line 22d); bank deposits
(IFS lines 24 and 25).\",\"sourceOrganization\":\"International Financial
Statistics (IFS), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.05\",\"name\":\"Bank regulatory capital to
risk-weighted assets (%) \",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"Reported by IMF staff. Note that due to differences
in national accounting, taxation, and supervisory regimes, these data are
not strictly comparable across countries.\",\"sourceOrganization\":\"Financial
Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.06\",\"name\":\"Liquid assets to deposits and
short term funding (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial
Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Bankscope, Bureau van Dijk (BvD)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SI.07\",\"name\":\"Provisions to nonperforming
loans (%)\",\"source\":{\"id\":\"32\",\"value\":\"Global Financial Development\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Financial
Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GFDD.SM.01\",\"name\":\"Stock price volatility\",\"source\":{\"id\":\"32\",\"value\":\"Global
Financial Development\"},\"sourceNote\":\"Stock price volatility is the average
of the 360-day volatility of the national stock market index.\",\"sourceOrganization\":\"Bloomberg\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"GOLD\",\"name\":\"Gold, $\\/toz, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Gold (UK), 99.5% fine,
London afternoon fixing, average of daily rates\",\"sourceOrganization\":\"Platts
Metals Week; International Monetary Fund, International Financial Statistics;
Shearson Lehman Brothers, Metal Market Weekly Review; Thomson Reuters Datastream;
World Bank.\",\"topics\":[]},{\"id\":\"GPFI1.TOTL\",\"name\":\"Financial knowledge
score (0-3)\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial
Inclusion Indicators\"},\"sourceNote\":\"Denotes the average amount of financial
knowledge related questions respondents in the reported country answered correctly.
There are three questions related to simple division, inflation, and interest,
respectively. Calculated as the sum of the percentag\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD), Measuring Financial Literacy
and World Bank, Financial Capability Surveys\",\"topics\":[]},{\"id\":\"GPFI2\",\"name\":\"Disclosure
index combining existence of a variety of disclosure requirements.\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"GPFI3\",\"name\":\"Index
reflecting the existence of formal internal and external dispute resolution
mechanisms.\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial
Inclusion Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"GPFI4\",\"name\":\"Getting
credit: Distance to frontier\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Getting credit:
Distance to the frontier denotes the distance of each economy to the \u201Cfrontier,\u201D
which represents the highest performance observed on the getting credit indicator
across all economies included in Doing Business. An economy\u2019s distance
to frontier is indicated on a scale from 0 to 100, where 0 represents the
lowest performance and 100 the frontier.\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"GPSS.1\",\"name\":\"E-money
accounts per 1,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the number
of e-money accounts per 1,000 adults\",\"sourceOrganization\":\"World Bank,
Global Payments Systems Survey\",\"topics\":[]},{\"id\":\"GPSS.2\",\"name\":\"Retail
cashless transactions per 1,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
number of retail cashless transactions per 1,000 adults which includes the
number of cheques, credit transfers, direct debits, payment card transactions
(debit cards, credit cards), and payment by e-money instruments (card based
e-money instru\",\"sourceOrganization\":\"World Bank, Global Payments Systems
Survey\",\"topics\":[]},{\"id\":\"GPSS.3\",\"name\":\"Agents of payment service
providers per 100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the number
of agents of payment service providers per 100,000 adults. Includes: agents
of banks and other deposit taking institutions, as well as specialized entities
such as money transfer operators and e-money issuers\",\"sourceOrganization\":\"World
Bank, Global Payments Systems Survey\",\"topics\":[]},{\"id\":\"GPSS.4\",\"name\":\"POS
terminals per 100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the number
of Point Of Sale (POS) terminals per 100,000 adults.\",\"sourceOrganization\":\"World
Bank, Global Payments Systems Survey\",\"topics\":[]},{\"id\":\"GPSS.5\",\"name\":\"Debit
cards per 1,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set
of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the number of
debit cards per 1,000 adults\",\"sourceOrganization\":\"World Bank, Global
Payments Systems Survey\",\"topics\":[]},{\"id\":\"GPSS.6\",\"name\":\"Interoperability
of ATM networks and interoperability of POS terminals (0-1)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
extent of interoperability of ATM networks and interoperability of POS terminals.
Takes the value 1 if most or all ATM networks (\\/POS terminals) are interconnected
and 0 if they are not interconnected.\",\"sourceOrganization\":\"World Bank,
Global Payments Systems Survey\",\"topics\":[]},{\"id\":\"GRNUT_OIL\",\"name\":\"Groundnut
oil, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Groundnut oil (any origin),
c.i.f. Rotterdam\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil World; US
Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"GV.CONT.CO.ES\",\"name\":\"Control
of Corruption (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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 \u201Ccapture\u201D 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.
\ \",\"sourceOrganization\":\"\\\"World Bank Institute.\\u000d\\\"\",\"topics\":[]},{\"id\":\"GV.CONT.CO.NO\",\"name\":\"Control
of Corruption (number of surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.CONT.CO.ES. This
is the number of surveys\\/polls used to derive the GV.CONT.CO.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.CONT.CO.SE\",\"name\":\"Control
of Corruption (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.GOVT.EF.ES\",\"name\":\"Government
Effectiveness (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\u2019s commitment to such policies.
Further documentation and research using the World Governance Indicators (WGI)
is available at www.worldbank.org\\/wbi\\/governance. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.GOVT.EF.NO\",\"name\":\"Government
Effectiveness (number of surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.GOVT.EF.ES. This
is the number of surveys\\/polls used to derive the GV.GOVT.EF.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.GOVT.EF.SE\",\"name\":\"Government
Effectiveness (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.POLI.ST.ES\",\"name\":\"Political
Stability\\/No Violence (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank Institute.\",\"topics\":[]},{\"id\":\"GV.POLI.ST.NO\",\"name\":\"Political
Stability\\/No Violence (number of surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.POL.ST.ES. This
is the number of surveys\\/polls used to derive the GV.POL.ST.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.POLI.ST.SE\",\"name\":\"Political
Stability\\/No Violence (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.REGL.LA.ES\",\"name\":\"Regulatory
Quality (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank Institute.\",\"topics\":[]},{\"id\":\"GV.REGL.LA.NO\",\"name\":\"Regulatory
Quality (number of surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.REGL.LA.ES. This
is the number of surveys\\/polls used to derive the GV.REGL.LA.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.REGL.LA.SE\",\"name\":\"Regulatory
Quality (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.RULE.LW.ES\",\"name\":\"Rule
of Law (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank Institute.\",\"topics\":[]},{\"id\":\"GV.RULE.LW.NO\",\"name\":\"Rule
of Law (number off surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.RULE.LW.ES. This
is the number of surveys\\/polls used to derive the GV.RULE.LW.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.RULE.LW.SE\",\"name\":\"Rule
of Law (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.TI.RANK.IDX\",\"name\":\"Corruption
Perceptions Index (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.TI.SCOR.IDX\",\"name\":\"Corruption
Perceptions Index (score)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Transparency International\",\"topics\":[]},{\"id\":\"GV.VOIC.AC.ES\",\"name\":\"Voice
and Accountability (estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Voice and accountability measures
the extent to which a country\u2019s 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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.VOIC.AC.NO\",\"name\":\"Voice
and Accountability (number of surveys\\/polls)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"See definition GV.VOIC.AC.ES. This
is the number of surveys\\/polls used to derive the GV.VOIC.AC.ES. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"GV.VOIC.AC.SE\",\"name\":\"Voice
and Accountability (standard error)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank Institute.\",\"topics\":[]},{\"id\":\"gwp1\",\"name\":\"Access to a mobile
phone or internet at home (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.1\",\"name\":\"Access to a mobile
phone or internet at home, female (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.2\",\"name\":\"Access to a mobile
phone or internet at home, male (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.3\",\"name\":\"Access to a mobile
phone or internet at home, income, poorest 40% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.4\",\"name\":\"Access to a mobile
phone or internet at home, income, richest 60% (% age 15+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.5\",\"name\":\"Access to a mobile
phone or internet at home, young adults (% ages 15-34)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"gwp1.6\",\"name\":\"Access to a mobile
phone or internet at home, older adults (% age 35+)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
percentage of adults with access to a mobile phone or internet at home\",\"sourceOrganization\":\"Gallup
World Poll\",\"topics\":[]},{\"id\":\"HH.DHS.GAR.456\",\"name\":\"DHS: Gross
attendance rate. Post Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.F\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.M\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.Q1\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.Q2\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.Q3\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.Q4\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.Q5\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.R\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.GAR.456.U\",\"name\":\"DHS: Gross attendance rate.
Post Secondary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1\",\"name\":\"DHS: Net attendance rate. Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.F\",\"name\":\"DHS: Net attendance rate. Primary.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.M\",\"name\":\"DHS: Net attendance rate. Primary.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NAR.1.Q1\",\"name\":\"DHS:
Net attendance rate. Primary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.Q2\",\"name\":\"DHS: Net attendance rate. Primary.
Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.Q3\",\"name\":\"DHS: Net attendance rate. Primary.
Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.Q4\",\"name\":\"DHS: Net attendance rate. Primary.
Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.Q5\",\"name\":\"DHS: Net attendance rate. Primary.
Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.R\",\"name\":\"DHS: Net attendance rate. Primary.
Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.1.U\",\"name\":\"DHS: Net attendance rate. Primary.
Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23\",\"name\":\"DHS: Net attendance rate. Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary is the proportion
of children of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.F\",\"name\":\"DHS: Net attendance rate. Secondary.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Female is the proportion of female children of
official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.M\",\"name\":\"DHS: Net attendance rate. Secondary.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Male is the proportion of male children of official
secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.Q1\",\"name\":\"DHS: Net attendance rate. Secondary.
Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.Q2\",\"name\":\"DHS: Net attendance rate. Secondary.
Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.Q3\",\"name\":\"DHS: Net attendance rate. Secondary.
Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.Q4\",\"name\":\"DHS: Net attendance rate. Secondary.
Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.Q5\",\"name\":\"DHS: Net attendance rate. Secondary.
Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.R\",\"name\":\"DHS: Net attendance rate. Secondary.
Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Rural is the proportion of rural children of official
secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NAR.23.U\",\"name\":\"DHS: Net attendance rate. Secondary.
Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Urban is the proportion of urban children of official
secondary school age who are attending secondary school.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NIR.1\",\"name\":\"DHS: Net intake rate for the first
grade of primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NIR.1.F\",\"name\":\"DHS: Net intake rate for the first
grade of primary education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NIR.1.M\",\"name\":\"DHS: Net intake rate for the first
grade of primary education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.NIR.1.Q1\",\"name\":\"DHS: Net intake rate for the
first grade of primary education. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.Q2\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.Q3\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.Q4\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.Q5\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.R\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.NIR.1.U\",\"name\":\"DHS:
Net intake rate for the first grade of primary education. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.OOS.1\",\"name\":\"DHS:
Proportion of out-of-school. Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.F\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and
Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.OOS.1.M\",\"name\":\"DHS:
Proportion of out-of-school. Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.Q1\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.Q2\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.Q3\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.Q4\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.Q5\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOS.1.R\",\"name\":\"DHS: Proportion of out-of-school.
Primary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and
Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.OOS.1.U\",\"name\":\"DHS:
Proportion of out-of-school. Primary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.F\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.M\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.Q1\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.Q2\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.Q3\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.Q4\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.Q5\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.R\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.DO.U\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Dropped out. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.OOST.L.F\",\"name\":\"DHS:
Typology of out-of-school children. Primary. Late entry. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.M\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.Q1\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.Q2\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.Q3\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.Q4\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.Q5\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.R\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.L.U\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Late entry. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s
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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.OOST.X.F\",\"name\":\"DHS:
Typology of out-of-school children. Primary. Never in school. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.M\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.Q1\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.Q2\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.Q3\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.Q4\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.Q5\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.R\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.OOST.X.U\",\"name\":\"DHS: Typology of out-of-school
children. Primary. Never in school. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR\",\"name\":\"DHS: Primary completion rate\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.F\",\"name\":\"DHS: Primary completion rate. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.M\",\"name\":\"DHS: Primary completion rate. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.Q1\",\"name\":\"DHS: Primary completion rate. Quintile
1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.Q2\",\"name\":\"DHS: Primary completion rate. Quintile
2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.Q3\",\"name\":\"DHS: Primary completion rate. Quintile
3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.Q4\",\"name\":\"DHS: Primary completion rate. Quintile
4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.Q5\",\"name\":\"DHS: Primary completion rate. Quintile
5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.R\",\"name\":\"DHS: Primary completion rate. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.PCR.U\",\"name\":\"DHS: Primary completion rate. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.SCR\",\"name\":\"DHS: Secondary completion rate\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.SCR.F\",\"name\":\"DHS: Secondary completion rate.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.SCR.M\",\"name\":\"DHS: Secondary completion rate.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.Q1\",\"name\":\"DHS:
Secondary completion rate. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.Q2\",\"name\":\"DHS:
Secondary completion rate. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.Q3\",\"name\":\"DHS:
Secondary completion rate. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.Q4\",\"name\":\"DHS:
Secondary completion rate. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.Q5\",\"name\":\"DHS:
Secondary completion rate. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.SCR.R\",\"name\":\"DHS:
Secondary completion rate. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.SCR.U\",\"name\":\"DHS: Secondary completion rate.
Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12\",\"name\":\"DHS: Transition rate. Primary to
Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.F\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.M\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.Q1\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.Q2\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.Q3\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.Q4\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.Q5\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.R\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.TR.12.U\",\"name\":\"DHS: Transition rate. Primary
to Secondary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.F\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.M\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.Q1\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.Q2\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.Q3\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.Q4\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.Q5\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.R\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.1519.U\",\"name\":\"DHS: Average years of schooling
by age group. Age 15-19. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.15UP.GIN\",\"name\":\"DHS: Gini coefficient of
average years of schooling. Age 15+\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.YRS.15UP.GIN.F\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.15UP.GIN.M\",\"name\":\"DHS: Gini coefficient of
average years of schooling. Age 15+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.DHS.YRS.15UP.GIN.Q1\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"HH.DHS.YRS.15UP.GIN.Q2\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"HH.DHS.YRS.15UP.GIN.Q3\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"HH.DHS.YRS.15UP.GIN.Q4\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"HH.DHS.YRS.15UP.GIN.Q5\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"HH.DHS.YRS.15UP.GIN.R\",\"name\":\"DHS:
Gini coefficient of average years of schooling. Age 15+. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.DHS.YRS.15UP.GIN.U\",\"name\":\"DHS: Gini coefficient of
average years of schooling. Age 15+. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456\",\"name\":\"MICS: Gross attendance rate.
Post Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.F\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.M\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.Q1\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.Q2\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.Q3\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.Q4\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.Q5\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.R\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.GAR.456.U\",\"name\":\"MICS: Gross attendance rate.
Post Secondary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.NAR.1\",\"name\":\"MICS: Net attendance rate. Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.F\",\"name\":\"MICS:
Net attendance rate. Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.M\",\"name\":\"MICS:
Net attendance rate. Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.Q1\",\"name\":\"MICS:
Net attendance rate. Primary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.Q2\",\"name\":\"MICS:
Net attendance rate. Primary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.Q3\",\"name\":\"MICS:
Net attendance rate. Primary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.Q4\",\"name\":\"MICS:
Net attendance rate. Primary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.Q5\",\"name\":\"MICS:
Net attendance rate. Primary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.R\",\"name\":\"MICS:
Net attendance rate. Primary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.1.U\",\"name\":\"MICS:
Net attendance rate. Primary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23\",\"name\":\"MICS:
Net attendance rate. Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary is the proportion
of children of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23.F\",\"name\":\"MICS:
Net attendance rate. Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary. Female is the
proportion of female children of official secondary school age who are attending
secondary school.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.NAR.23.M\",\"name\":\"MICS: Net attendance rate. Secondary.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Male is the proportion of male children of official
secondary school age who are attending secondary school.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23.Q1\",\"name\":\"MICS:
Net attendance rate. Secondary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary. Quintile 1
is the proportion of quintile 1 children of official secondary school age
who are attending secondary school.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.NAR.23.Q2\",\"name\":\"MICS: Net attendance rate.
Secondary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23.Q3\",\"name\":\"MICS:
Net attendance rate. Secondary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary. Quintile 3
is the proportion of quintile 3 children of official secondary school age
who are attending secondary school.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.NAR.23.Q4\",\"name\":\"MICS: Net attendance rate.
Secondary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children
of official secondary school age who are attending secondary school.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23.Q5\",\"name\":\"MICS:
Net attendance rate. Secondary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary. Quintile 5
is the proportion of quintile 5 children of official secondary school age
who are attending secondary school.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.NAR.23.R\",\"name\":\"MICS: Net attendance rate. Secondary.
Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Net
attendance rate. Secondary. Rural is the proportion of rural children of official
secondary school age who are attending secondary school.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.NAR.23.U\",\"name\":\"MICS:
Net attendance rate. Secondary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Net attendance rate. Secondary. Urban is the
proportion of urban children of official secondary school age who are attending
secondary school.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOS.1\",\"name\":\"MICS: Proportion of out-of-school.
Primary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOS.1.F\",\"name\":\"MICS:
Proportion of out-of-school. Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOS.1.M\",\"name\":\"MICS:
Proportion of out-of-school. Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOS.1.Q1\",\"name\":\"MICS:
Proportion of out-of-school. Primary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based
on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOS.1.Q2\",\"name\":\"MICS: Proportion of out-of-school.
Primary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOS.1.Q3\",\"name\":\"MICS:
Proportion of out-of-school. Primary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based
on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOS.1.Q4\",\"name\":\"MICS: Proportion of out-of-school.
Primary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOS.1.Q5\",\"name\":\"MICS:
Proportion of out-of-school. Primary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based
on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOS.1.R\",\"name\":\"MICS: Proportion of out-of-school.
Primary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff
calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOS.1.U\",\"name\":\"MICS: Proportion of out-of-school.
Primary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff
calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.DO.F\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Dropped out. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.M\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.DO.Q1\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Dropped out. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.Q2\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.Q3\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.Q4\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.Q5\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.DO.R\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Dropped out. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.DO.U\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Dropped out. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.L\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Late entry\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.F\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.M\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.Q1\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.Q2\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.Q3\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.Q4\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.Q5\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.R\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.L.U\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Late entry. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.X\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Never in school\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s
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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.OOST.X.F\",\"name\":\"MICS: Typology of out-of-school
children. Primary. Never in school. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.M\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.Q1\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.Q2\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.Q3\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.Q4\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.Q5\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.R\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.OOST.X.U\",\"name\":\"MICS:
Typology of out-of-school children. Primary. Never in school. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR\",\"name\":\"MICS:
Primary completion rate\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR.F\",\"name\":\"MICS:
Primary completion rate. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on
Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.PCR.M\",\"name\":\"MICS: Primary completion rate.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.PCR.Q1\",\"name\":\"MICS: Primary completion rate.
Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR.Q2\",\"name\":\"MICS:
Primary completion rate. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.PCR.Q3\",\"name\":\"MICS: Primary completion rate.
Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR.Q4\",\"name\":\"MICS:
Primary completion rate. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.PCR.Q5\",\"name\":\"MICS: Primary completion rate.
Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR.R\",\"name\":\"MICS:
Primary completion rate. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.PCR.U\",\"name\":\"MICS:
Primary completion rate. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR\",\"name\":\"MICS:
Secondary completion rate\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR.F\",\"name\":\"MICS:
Secondary completion rate. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR.M\",\"name\":\"MICS:
Secondary completion rate. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR.Q1\",\"name\":\"MICS:
Secondary completion rate. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.SCR.Q2\",\"name\":\"MICS: Secondary completion rate.
Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR.Q3\",\"name\":\"MICS:
Secondary completion rate. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.SCR.Q4\",\"name\":\"MICS: Secondary completion rate.
Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.SCR.Q5\",\"name\":\"MICS:
Secondary completion rate. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.SCR.R\",\"name\":\"MICS: Secondary completion rate.
Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.SCR.U\",\"name\":\"MICS: Secondary completion rate.
Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.TR.12\",\"name\":\"MICS: Transition rate. Primary
to Secondary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based on Multiple
Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.TR.12.F\",\"name\":\"MICS: Transition rate. Primary
to Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based
on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.TR.12.M\",\"name\":\"MICS: Transition rate. Primary
to Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations based
on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.TR.12.Q1\",\"name\":\"MICS: Transition rate. Primary
to Secondary. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.Q2\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.Q3\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.Q4\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.Q5\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.R\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.TR.12.U\",\"name\":\"MICS:
Transition rate. Primary to Secondary. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.YRS.1519.F\",\"name\":\"MICS: Average years of schooling
by age group. Age 15-19. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.M\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.Q1\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.Q2\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.Q3\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.Q4\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.Q5\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.R\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.1519.U\",\"name\":\"MICS:
Average years of schooling by age group. Age 15-19. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank staff calculations based on Multiple Indicator Cluster Survey (MICS)
data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"HH.MICS.YRS.15UP.GIN\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.YRS.15UP.GIN.F\",\"name\":\"MICS: Gini coefficient
of average years of schooling. Age 15+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff
calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.YRS.15UP.GIN.M\",\"name\":\"MICS: Gini coefficient
of average years of schooling. Age 15+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff calculations
based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.YRS.15UP.GIN.Q1\",\"name\":\"MICS: Gini coefficient
of average years of schooling. Age 15+. Quintile 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[]},{\"id\":\"HH.MICS.YRS.15UP.GIN.Q2\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+. Quintile 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[]},{\"id\":\"HH.MICS.YRS.15UP.GIN.Q3\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+. Quintile 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[]},{\"id\":\"HH.MICS.YRS.15UP.GIN.Q4\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+. Quintile 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[]},{\"id\":\"HH.MICS.YRS.15UP.GIN.Q5\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+. Quintile 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank
staff calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[]},{\"id\":\"HH.MICS.YRS.15UP.GIN.R\",\"name\":\"MICS:
Gini coefficient of average years of schooling. Age 15+. Rural\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff
calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HH.MICS.YRS.15UP.GIN.U\",\"name\":\"MICS: Gini coefficient
of average years of schooling. Age 15+. Urban\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank staff
calculations based on Multiple Indicator Cluster Survey (MICS) data\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"HMUV\",\"name\":\"MUV 2010=100\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"HOU.ELC.ACSN.ZS\",\"name\":\"Household
Access to Electricity: Total (in % of total household)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.H2O.ACSN.ZS\",\"name\":\"Household
Access to Safe Water (in % of total household)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.MLT.MAIN.ZS\",\"name\":\"Household
Access to Fixed Line Phone Connection (in % of total Household)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"HOU.STA.ACSN.ZS\",\"name\":\"Household
Access to safe Sanitation (in % of total Household)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.XPD.EDU.PC.CR\",\"name\":\"Monthly
Per Capita Household Education Expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.XPD.HE.PC.CR\",\"name\":\"Monthly
Per Capita Household Health Expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.XPD.PC.CR\",\"name\":\"Household
per capita expenditure (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"HOU.XPD.TOTL.20POOR.CR\",\"name\":\"Monthly
Per Capita TOTAL Household Expenditure for The Poorest 20 percent (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"i_acc_deposit_A1\",\"name\":\"Deposit
accounts per 1,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic
Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the total
number of deposit accounts that are held by resident nonfinancial corporations
(public and private) and households in commercial banks for every 1,000 adults
in the reporting country. For several countries, however, data cover the total
\",\"sourceOrganization\":\"International Monetary Fund, Financial Access
Survey.\",\"topics\":[]},{\"id\":\"i_acc_deposit_A1_sme\",\"name\":\"SME deposit
accounts (as a % of non-financial corporation borrowers)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
total number of deposit accounts in commercial banks held by SMEs as a fraction
of the total number of deposit accounts in commercial banks held by non-financial
corporations. Calculated as: (number of deposit accounts by SMEs with commercial
\",\"sourceOrganization\":\"International Monetary Fund, Financial Access
Survey.\",\"topics\":[]},{\"id\":\"i_acc_loan_A1\",\"name\":\"Outstanding
loans per 1,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set
of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the total number
of loan accounts that are obtained by resident nonfinancial corporations (public
and private) and households from commercial banks for every 1,000 adults in
the reporting country. For several countries, however, data cover the tot\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[]},{\"id\":\"i_acc_loan_A1_sme\",\"name\":\"SME
loan accounts (as a % of non-financial corporation borrowers)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
total number of loans obtained by SMEs from a commercial bank as a fraction
of the total loans obtained by non-financial corporations from commercial
banks. Calculated as: (number of loan accounts by SMEs with commercial banks)\\/(number
of loan\",\"sourceOrganization\":\"International Monetary Fund, Financial
Access Survey.\",\"topics\":[]},{\"id\":\"i_ATMs_pop\",\"name\":\"ATMs per
100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of Financial
Inclusion Indicators\"},\"sourceNote\":\"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\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[]},{\"id\":\"i_branches_pop_A1\",\"name\":\"Branches
per 100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20 Basic Set of
Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the number of branches
of commercial banks for every 1,000 squared kilometers in the reporting country.
\ Calculated as (number of institutions + number of branches)*1,000\\/land
area of the reporting country in square kilometers.\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[]},{\"id\":\"i_mob_agent_pop_registered\",\"name\":\"Mobile
agent outlets per 100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
number of registered mobile agent outlets per 100,000 adults\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[]},{\"id\":\"i_mob_transactions_number\",\"name\":\"Mobile
money transactions per 100,000 adults\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
number of mobile money transactions per 100,000 adults.\",\"sourceOrganization\":\"International
Monetary Fund, Financial Access Survey.\",\"topics\":[]},{\"id\":\"IAGRICULTURE\",\"name\":\"Agriculture,
2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Agriculture index includes beverages,
food and agricultural raw materials.\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"IBEVERAGES\",\"name\":\"Agr:
Beverages, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Beverages index includes
cocoa, coffee and tea.\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"IBP.OBI.XQ\",\"name\":\"Open
Budget Index Overall Country Score\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019s 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.\",\"sourceOrganization\":\"http:\\/\\/www.openbudgetindex.org\",\"topics\":[]},{\"id\":\"IC.BUS.DFRN.XQ\",\"name\":\"Distance
to frontier score (0=lowest performance to 100=frontier)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Distance to frontier score illustrates
the distance of an economy to the \\\"frontier,\\\" which represents the best
performance observed on each Doing Business topic across all economies and
years included since 2005. 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. For example, a score of 75 in 2012 means an economy was 25 percentage
points away from the frontier constructed from the best performances across
all economies and across time. A score of 80 in 2013 would indicate the economy
is improving.\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.BUS.DIR.XQ\",\"name\":\"Protecting investors, director
liability index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Director liability index measures a plaintiff\u2019s
ability to hold directors of firms liable for damages to the company, that
is, measures the strength of minority shareholder protections against directors\u2019
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\u2019 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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.BUS.DISC.XQ\",\"name\":\"Business
extent of disclosure index (0=less disclosure to 10=more disclosure)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.BUS.EASE.XQ\",\"name\":\"Ease of doing business index
(1=most business-friendly regulations)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Ease of doing business ranks economies
from 1 to 189, with first place being the best. A high ranking (a low numerical
rank) means that the regulatory environment is conducive to business operation.
The index averages the country's percentile rankings on 10 topics covered
in the World Bank's Doing Business. The ranking on each topic is the simple
average of the percentile rankings on its component indicators.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.BUS.INVS.XQ\",\"name\":\"Protecting
investors, investor protection index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.BUS.NDNS.ZS\",\"name\":\"New
business density (new registrations per 1,000 people ages 15-64)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"New businesses registered are the
number of new limited liability corporations registered in the calendar year.\",\"sourceOrganization\":\"World
Bank's Entrepreneurship Survey and database (http:\\/\\/econ.worldbank.org\\/research\\/entrepreneurship).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.BUS.NREG\",\"name\":\"New businesses registered (number)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"New businesses registered are the
number of new limited liability corporations registered in the calendar year.\",\"sourceOrganization\":\"World
Bank's Entrepreneurship Survey and database (http:\\/\\/econ.worldbank.org\\/research\\/entrepreneurship).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.BUS.SHR.XQ\",\"name\":\"Protecting investors, shareholder
suits index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Doing
Business measures the strength of minority shareholder protections against
directors\u2019 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\u2019 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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.BUS.XQ\",\"name\":\"Protecting
investors (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This index averages the country's percentile
rankings on: disclosure Index\",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CLS.COST.EST.ZS\",\"name\":\"Closing
a business, cost (% of estate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The cost of the proceedings is
recorded as a percentage of the estate\u2019s 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\u20135%, 5\u20138%, 8\u201311%, 11\u201318%,
18\u201325%, 25\u201333%, 33\u201350%, 50\u201375% 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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CLS.DURS\",\"name\":\"Closing
a business, time (years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CLS.REC.CD\",\"name\":\"Closing
a business, recovery rate (cents on the dollar)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019s International Financial Statistics, supplemented with
data from central banks. For more information, visit http:\\/\\/www.doingbusiness.org\\/MethodologySurveys\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CLS.XQ\",\"name\":\"Closing
a business (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.CORR.ZS\",\"name\":\"Corruption
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked corruption as a major or very severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.CRIM.ZS\",\"name\":\"Crime
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked crime, theft, and disorder as a major or very severe constraint.
\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.ELEC.ZS\",\"name\":\"Electricity
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked electricity as a major or severe constraint.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.FINA.ZS\",\"name\":\"Finance
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked access to finance or cost of finance as a major or very severe
constraint.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.GEN.ZS\",\"name\":\"Firms
that share or own their own generator (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Firms that share or own their own
generator is the percentage of firms that responded \u201CYes\u201D to the
following question: \u201CDoes your establishment own or share a generator?\u201D
. For survey data collected in 2006 and 2007, this indicator is computed
for the ma\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.IMP.DURS\",\"name\":\"Days
to Obtain Import License\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The average wait, in days, experienced to obtain
operating license from the day the establishment applied for it to the day
it was granted. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.INFM.ZS\",\"name\":\"Practices
Informal Sector (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked chose practices informal sector as a major or very severe constraint.
\ \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LAND.ZS\",\"name\":\"Access
to Land (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked access to land as a major or very severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LBRG.ZS\",\"name\":\"Labor
regulations (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked labor regulations as a major or severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LBSK.ZS\",\"name\":\"Labor
skills (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked skills of available workers as a major or severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LEGL.ZS\",\"name\":\"Courts
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked courts and dispute resolution systems as a major or very severe
constraint. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LIC.ZS\",\"name\":\"Licenses
& Permits (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked licenses and permits as a major or severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.LOSS.ZS\",\"name\":\"Losses
Due to Theft, Robbery, Vandalism, and Arson Against the Firm (% of Sales)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated losses as a result of
theft, robbery, vandalism or arson that occurred on establishment\u2019s premises
calculated as a percentage of annual sales. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.PER.DURS\",\"name\":\"Days
to Obtain Construction-related Permit\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Average wait, in days, experienced
to obtain construction-related permit from the day the establishment applied
for it to the day it was granted. \",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.POLC.ZS\",\"name\":\"Policy
uncertainty (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked economic and regulatory policy uncertainty as a major or very severe
constraint. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.TAXAD.ZS\",\"name\":\"Tax
administration (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked tax administration as a major or very severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.TAXR.ZS\",\"name\":\"Tax
rates (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked tax rates as a major or very severe constraint.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.TRAD.ZS\",\"name\":\"Customs
& trade regulations (% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked customs and trade regulations as a major or very severe constraint.
\ \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CNS.TRSP.ZS\",\"name\":\"Transportation
(% of managers surveyed ranking this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Is the share of senior managers
who ranked transport as a major or very severe constraint. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/). \",\"topics\":[]},{\"id\":\"IC.CON.GIFT.ZS\",\"name\":\"Expected
to give gifts to get a Construction Permit (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\" Percentage of firms expected to
give gifts or an informal payment to get a construction permit. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.CRD.INFO.XQ\",\"name\":\"Depth
of credit information index (0=low to 8=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.CRD.LGL.XQ\",\"name\":\"Getting
credit, legal rights index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\\/. \",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CRD.PRVT.ZS\",\"name\":\"Private
credit bureau coverage (% of adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.CRD.PUBL.ZS\",\"name\":\"Public
credit registry coverage (% of adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IC.CRD.XQ\",\"name\":\"Getting credit (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\\/. \",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.CUS.DURS.EX\",\"name\":\"Average
time to clear exports through customs (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average time to clear exports through
customs is the average number of days to clear direct exports through customs.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.CUS.DURS.IM\",\"name\":\"Average
time to clear imports from customs (days)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\\"Average time to clear imports
through customs is the average number of days to clear imports through customs.\\u000a
\ For survey data collected in 2006 and 2007, this indicator is computed for
the Manufacturing module only. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.DCP.COST\",\"name\":\"Cost
to build a warehouse (% of income per capita)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The cost for a business in the construction industry
to build a standardized warehouse is recorded by this indicator and expressed
as a percentage of the gross national income (GNI) per capita. Only official
costs are recorded. The building code, information from local experts, and
specific regulations and fee schedules are used as sources for costs.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses\\/).\",\"topics\":[]},{\"id\":\"IC.DCP.PROC\",\"name\":\"Procedures
required to build a warehouse (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The number of procedures required for a business
in the construction industry to build a standardized warehouse is recorded
by this indicator. Steps may include: (1) submitting relevant documents and
obtaining necessary clearances, licenses, permits, and certificates; (2) completing
required notifications and receiving necessary inspections; (3) obtaining
utility connections for electricity, water, sewerage, and phone services;
and (4) registering the warehouse after its completion. Interactions between
company employees are not counted as procedures. \\u000aSource: World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses\\/).\",\"topics\":[]},{\"id\":\"IC.DCP.TIME\",\"name\":\"Time
required to build a warehouse (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The time (in calendar days) required to build
a warehouse\u2014including obtaining necessary licenses and permits, completing
required notifications and inspections, and obtaining utility connections\u2014is
measured by this indicator. Information is collected from experts in construction
licensing. If a procedure can be accelerated legally for an additional cost,
the fastest procedure is chosen. \\u000aSource: World Bank, Doing Business
Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses\\/).\",\"topics\":[]},{\"id\":\"IC.DMKT.BRK.ZS\",\"name\":\"Products
shipped to supply domestic markets lost due to breakage or spoilage (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of products shipped
to supply domestic markets lost due to breakage or spoilage.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.DMKT.LOSS.ZS\",\"name\":\"Products
shipped to supply domestic markets lost due to theft (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/). \",\"topics\":[]},{\"id\":\"IC.EC.COST\",\"name\":\"Cost
to enforce a contract (% of claim) \",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator records the cost to resolve a
sale of goods dispute in local courts. It is expressed as a percentage of
the claim, which is assumed to be equivalent to 200% of income per capita.
No bribes are recorded. Three types of costs are recorded: court costs (including
expert fees), enforcement costs, and average attorney fees. The data are collected
through studying the codes of civil procedure and other court regulations
as well as surveying local litigation lawyers (and, in a quarter of the countries,
judges as well). Source: World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts\\/).\",\"topics\":[]},{\"id\":\"IC.EC.PROC\",\"name\":\"Procedures
required to enforce a contract (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator measures the number of procedures
required to resolve a sale of goods dispute in local courts. It includes steps
to file the case, to go through the trial and judgment, and to enforce the
judgment. The data are collected through studying the codes of civil procedure
and other court regulations as well as surveying local litigation lawyers
(and, in a quarter of the countries, judges as well). Source: World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts\\/).\",\"topics\":[]},{\"id\":\"IC.EC.TIME\",\"name\":\"Time
required to enforce a contract (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator tracks the time required to resolve
a sale of goods dispute in local courts. The number of calendar days is recorded
from the moment a plaintiff files a lawsuit until payment is made. This includes
both the days when actions take place and the waiting periods between. The
data are collected through studying the codes of civil procedure and other
court regulations as well as surveying local litigation lawyers (and, in a
quarter of the countries, judges as well). \\u000aSource: World Bank, Doing
Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts).\\u000a\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/EnforcingContracts\\/).\",\"topics\":[]},{\"id\":\"IC.ELC.DURS\",\"name\":\"Delay
in obtaining an electrical connection (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Delay in obtaining an electrical
connection is 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.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.ELC.GEN.ZS\",\"name\":\"Electricity
from Generator (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.ELC.GIFT.ZS\",\"name\":\"Expected
to give gifts to get an electrical connection (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms expected to
give gifts or an informal payment to get an electrical connection. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.ELC.OUTG\",\"name\":\"Power
outages in firms in a typical month (number)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Power outages are the average number
of power outages that establishments experience in a typical month.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.ELC.OUTG.HR\",\"name\":\"Average duration of power
outages (hours)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Average number of hours of power outages. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.ELC.TIME\",\"name\":\"Time
required to get electricity (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.ELEC.COST.PC.ZS\",\"name\":\"Cost
to get electricity connection (% of income per capita)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The cost is recorded as a percentage
of the economy\u2019s income per capita. Costs are recorded exclusive of value
added tax.\",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.ELEC.PROC\",\"name\":\"Procedures required to get
electricity (number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The number of procedures to obtain a permanent
electricity connection. A procedure is defined as any interaction of the company
employees or the company\u2019s main electrician with external parties.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.ELEC.TIME\",\"name\":\"Time required to get electricity
(days)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.ELEC.XQ\",\"name\":\"Getting electricity (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.EMPL.FTRNG.ZS\",\"name\":\"Employees offered formal
training (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Percentage
of workers offered formal training. For survey data collected in 2006 and
2007, this indicator is computed for the Manufacturing module only.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.EXP.COST.CD\",\"name\":\"Cost
to export (US$ per container)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank,
Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.EXP.COST.EXP\",\"name\":\"Trade:
Cost to export (US$ per container)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator calculates the cost of exporting
a standardized shipment of goods by ocean transport, expressed in U.S. dollars
per container. Local freight forwarders, shipping lines, customs brokers,
port officials, and banks provide information on the cost of each export procedure.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"topics\":[]},{\"id\":\"IC.EXP.COST.IMP\",\"name\":\"Trade:
Cost to import (US$ per container)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator calculates the cost of importing
a standardized shipment of goods by ocean transport\u2014from the vessel\u2019s
arrival at a port of entry to the cargo\u2019s delivery to a warehouse\u2014expressed
in U.S. dollars per container. Local freight forwarders, shipping lines, customs
brokers, port officials, and banks provide information on the cost of each
import procedure.\\u000aSource: World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"topics\":[]},{\"id\":\"IC.EXP.DOCS\",\"name\":\"Documents
to export (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.EXP.DOCS.IMP\",\"name\":\"Trade:
Documents to import (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"All documents required to import a standardized
shipment of goods by ocean transport\u2014from the vessel\u2019s arrival at
a port of entry to the cargo\u2019s delivery to a warehouse\u2014are recorded
by this indicator. Local freight forwarders, shipping lines, customs brokers,
port officials, and banks provide information on required documents.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"topics\":[]},{\"id\":\"IC.EXP.DURS\",\"name\":\"Time
to export (days)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.EXP.TIME.EXP\",\"name\":\"Trade:
Time to export (day)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"This
indicator calculates the average number of days it takes to comply with all
procedures required to export goods. Local freight forwarders, shipping lines,
customs brokers, port officials, and banks provide information on the time
to complete each procedure.\\u000aSource: World Bank, Doing Business Project
(http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"topics\":[]},{\"id\":\"IC.EXP.TIME.IMP\",\"name\":\"Trade:
Time to import (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"This
indicator calculates the average number of days it takes to comply with all
procedures required to import goods\u2014from the vessel\u2019s arrival at
a port of entry to the cargo\u2019s delivery to a warehouse. Local freight
forwarders, shipping lines, customs brokers, port officials, and banks provide
information on the time to complete each procedure.\\u000aSource: World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/TradingAcrossBorders\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.ACC.ZS\",\"name\":\"Firms
with a Checking or Savings Account (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms with a checking
and\\/or savings account.\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.AGE.YR\",\"name\":\"Age
of firm (years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Age of the firm based on the year in which
the firm began operations.\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.AUDIT.ZS\",\"name\":\"Firms
with annual Financial Statement reviewed by External Auditor (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms with their
annual financial statement reviewed by an external auditor.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.BKWC.ZS\",\"name\":\"Firms
using banks to finance working capital (% of firms) \",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Firms using banks to finance working
capital are the percentage of firms using bank loans to finance working capital.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.BNKS.ZS\",\"name\":\"Firms using banks to finance
investment (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Firms using banks to finance investment are
the percentage of firms using banks to finance investments.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.FRM.BRIB.ZS\",\"name\":\"Bribery
incidence (% of firms experiencing at least one bribe payment request)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.CMPU.ZS\",\"name\":\"Firms competing against
unregistered firms (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Firms competing against unregistered
firms are the percentage of firms competing against unregistered or informal
firms.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.COMP.ZS\",\"name\":\"Firms identifying practices
of competitors in the Informal Sector as a major constraint (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms identifying
practices of competitors in the informal sector as a \\\"major\\\" or \\\"very
severe\\\" obstacle.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.COR.ZS\",\"name\":\"Firms
identifying corruption as a major constraint (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms identifying
corruption as a \\\"major\\\" or \\\"very severe\\\" obstacle.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR1\",\"name\":\"Percent
of firms expected to give gifts in meetings with tax officials\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment in meetings with tax officials. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR10\",\"name\":\"Percent
of firms expected to give gifts to get an operating license\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment to get an operating license. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR11\",\"name\":\"Percent
of firms identifying corruption as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR2\",\"name\":\"Percent
of firms expected to give gifts to secure government contract\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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. Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR3\",\"name\":\"Value
of gift expected to secure a government contract (% of contract value)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of the contract value expected as a
gift to secure a 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. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR4\",\"name\":\"Percent
of firms expected to give gifts to public officials \\\"to get things done\\\"
\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Percent
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\u201D with regard to customs, taxes, licenses, regulations,
services, etc. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR6\",\"name\":\"Percent
of firms expected to give gifts to get an electrical connection\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment to get an electrical connection. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR7\",\"name\":\"Percent
of firms expected to give gifts to get a water connection\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment to get a water connection. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR8\",\"name\":\"Percent
of firms expected to give gifts to get a construction permit\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment to get a construction permit. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CORR9\",\"name\":\"Percent
of firms expected to give gifts to get an import license \",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms expected to give gifts or an
informal payment to get an import license. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.CRIME9\",\"name\":\"Percent
of firms identifying the courts system as a major constraint \",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms identifying the courts system
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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.GRAFT2\",\"name\":\"Bribery
index (% of gift or informal payment requests during public transactions)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Bribery index is the percentage of gift or informal
payment requests during 6 infrastructure, permits and licences, and tax transactions.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/corruption).\",\"topics\":[]},{\"id\":\"IC.FRM.CORR.ZS\",\"name\":\"Informal
payments to public officials (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.COST.PC.ZS\",\"name\":\"Dealing with construction
permits, cost (% of income per capita)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Cost is recorded as a percentage
of the economy\u2019s 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.\",\"sourceOrganization\":\"World Bank, Doing Business
project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.CRD.ZS\",\"name\":\"Firms
with Line of Credit or Loans from Financial Institutions (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms with bank loans
or line of credit.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.CRIM.ZS\",\"name\":\"Losses
due to theft, robbery, vandalism, and arson (% sales)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Losses due to theft, robbery, vandalism,
and arson are the estimated losses from those causes that occurred on establishments'
premises as a percentage of annual sales.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.CRM.CRIME1\",\"name\":\"Percent of firms paying
for security\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Percent
of firms paying for security, for example equipment, personnel, or professional
security services. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME2\",\"name\":\"Security
costs (% of annual sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Security costs, for example equipment, personnel,
or professional security services, as a percentage of total annual sales.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME2_C\",\"name\":\"If
the establishment pays for security, average security costs (% of annual sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"If the establishment pays for security, for example
equipment, personnel, or professional security services, the average security
costs as a percentage of total annual sales. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME3\",\"name\":\"Losses
due to theft and vandalism against the firm (% of annual sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Losses as a result of theft, robbery, vandalism
or arson that occurred on the establishment\u2019s premises calculated as
a percentage of annual sales. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME3_C\",\"name\":\"If
there were losses, average losses due to theft and vandalism (% of annual
sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"If
there were losses, average losses as a result of theft, robbery, vandalism
or arson that occurred on the establishment\u2019s premises calculated as
a percentage of annual sales. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME5\",\"name\":\"Products
shipped to supply domestic markets that were lost due to theft (% of product
value)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Products
shipped to supply domestic markets that were lost due to theft, as a percentage
of total product value. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRM.CRIME8\",\"name\":\"Percent
of firms identifying crime, theft and disorder as a major constraint \",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms identifying crime, theft and
disorder 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/crime).\",\"topics\":[]},{\"id\":\"IC.FRM.CRT.ZS\",\"name\":\"Believing
the court system is fair, impartial and uncorrupted (% of firms identifying
this as a major contraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.CUS.ZS\",\"name\":\"Firms
that trade identifying customs & trade regulations as a major constraint (%
of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.DURS\",\"name\":\"Time
required to obtain an operating license (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.ELEC.ZS\",\"name\":\"Electricity (% of firms
identifying this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EMAIL.ZS\",\"name\":\"Firms
using email to communicate with clients\\/suppliers (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms using the email
for communication with clients or suppliers. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EMPL.PERM\",\"name\":\"Average
number of permanent, full time employees\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Average number of permanent, full
time workers.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EMPL.SKILL\",\"name\":\"Average
number of skilled production employees\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Average number of skilled production
workers\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EMPL.TEMP\",\"name\":\"Average
number of seasonal\\/temporary, full-time employees\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Average number of temporary workers.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EMPL.UNSKILL\",\"name\":\"Average
number of unskilled production workers\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Average number of unskilled production
workers. For survey data collected in 2006 and 2007, this indicator is computed
for the Manufacturing module only.\",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.EXP.ZS\",\"name\":\"Exporter
firms (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of firms that export directly or
indirectly.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.CAR1\",\"name\":\"Age
of the establishment (years)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Age of the establishment in years. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.CAR2\",\"name\":\"Proportion
of private domestic ownership in a firm (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of private domestic ownership in a
firm. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.CAR3\",\"name\":\"Proportion
of private foreign ownership in a firm (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of private foreign ownership in a firm.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.CAR4\",\"name\":\"Proportion
of government\\/state ownership in a firm (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of government\\/state ownership in
a firm. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.CAR6\",\"name\":\"Proportion
of a firm held by the largest owner(s) (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of a firm held by the largest owner(s).
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.LFORM1\",\"name\":\"Percent
of firms with legal status of publicly listed company\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with legal status of publicly
listed company Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.LFORM2\",\"name\":\"Percent
of firms with legal status of privately held Limited Liability Company \",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with legal status of privately
held Limited Liability Company Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.LFORM3\",\"name\":\"Percent
of firms with legal status of Sole Proprietorship\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with legal status of Sole Proprietorship
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.LFORM4\",\"name\":\"Percent
of firms with legal status of Partnership\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with legal status of Partnership
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FCHAR.LFORM5\",\"name\":\"Percent
of firms with legal status of Limited Partnership\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with legal status of Limited
Partnership Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.FEMM.ZS\",\"name\":\"Firms
with female top manager (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"IC.FRM.FEMO.ZS\",\"name\":\"Firms
with female participation in ownership (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Firms with female participation
in ownership are the percentage of firms with a woman among the principal
owners.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"IC.FRM.FEMW.ZS\",\"name\":\"Full
time female workers (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of full-time workers that are female.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN1\",\"name\":\"Proportion
of investment financed internally (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of purchases of fixed assets that was
financed from internal funds\\/retained earnings. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN10\",\"name\":\"Value
of collateral needed for a loan (% of the loan amount)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"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.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN11\",\"name\":\"Proportion
of loans requiring collateral (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of loans requiring collateral in order
to get the financing. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN12\",\"name\":\"Percent
of firms using banks to finance investments\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms using banks to finance purchases
of fixed assets. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN13\",\"name\":\"Percent
of firms using banks to finance working capital\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms using banks to finance working
capital. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN14\",\"name\":\"Percent
of firms with a bank loan\\/line of credit\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with a bank loan\\/line of credit.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN15\",\"name\":\"Percent
of firms with a checking or savings account\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with a checking or savings account.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN16\",\"name\":\"Percent
of firms identifying access to finance as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms identifying access to 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN18\",\"name\":\"Proportion
of sales sold on credit (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of total annual sales of goods or services
sold on credit. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN2\",\"name\":\"Proportion
of investment financed by banks (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of purchases of fixed assets that was
financed from bank loans. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN20\",\"name\":\"Percent
of firms not needing a loan\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that did not apply for a loan
in the last fiscal year because they did not need a loan. Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN21\",\"name\":\"Percent
of firms whose recent loan application was rejected\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms whose recent loan application
was rejected. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN3\",\"name\":\"Proportion
of investment financed by supplier credit (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of purchases of fixed assets that was
financed by supplier credit. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN4\",\"name\":\"Proportion
of investment financed by equity or stock sales (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of purchases of fixed assets that was
financed by owners\u2019 contribution or issue of new equity shares. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN5\",\"name\":\"Proportion
of investment financed by other financing (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of purchases of fixed assets that was
financed by other sources, i.e. moneylenders, friends, relatives, bonds, etc.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN7\",\"name\":\"Proportion
of working capital financed by banks (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of working capital that was financed
from bank loans. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN8\",\"name\":\"Proportion
of working capital financed by supplier credit (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of working capital that was financed
by supplier credit. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FIN.FIN9\",\"name\":\"Proportion
of working capital financed by other financing (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Proportion of working capital that was financed
by other sources, i.e. moneylenders, friends, relatives, bonds, etc. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/finance).\",\"topics\":[]},{\"id\":\"IC.FRM.FINA.ZS\",\"name\":\"Access
to finance (% of firms identifying this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.FINPUT.ZS\",\"name\":\"Firms
that use material inputs and\\/or supplies of foreign origin\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms that use material
inputs and\\/or supplies of foreign origin.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.FREG.ZS\",\"name\":\"Firms
formally registered when operations started (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Firms formally registered when
operations started are the percentage of firms formally registered when they
started operations in the country.\",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.GEN.GEND1\",\"name\":\"Percent of firms with
female participation in ownership\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with female participation in
ownership. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"topics\":[]},{\"id\":\"IC.FRM.GEN.GEND2\",\"name\":\"Proportion
of permanent full-time workers that are female (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of permanent full-time workers that
are female. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"topics\":[]},{\"id\":\"IC.FRM.GEN.GEND3\",\"name\":\"Proportion
of permanent full-time non-production workers that are female (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of permanent full-time non-production
workers that are female. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"topics\":[]},{\"id\":\"IC.FRM.GEN.GEND4\",\"name\":\"Percent
of firms with a female top manager\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms with a female top manager. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/gender).\",\"topics\":[]},{\"id\":\"IC.FRM.INFM.ZS\",\"name\":\"Firms
that do not report all sales for tax purposes (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\\\"\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.INFOR.INFOR1\",\"name\":\"Percent of firms competing
against unregistered or informal firms\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms competing against unregistered
or informal firms. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"topics\":[]},{\"id\":\"IC.FRM.INFOR.INFOR2\",\"name\":\"Percent
of firms identifying practices of competitors in the informal sector as a
major constraint \",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Percent
of firms identifying practices of competitors in the informal sector 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"topics\":[]},{\"id\":\"IC.FRM.INFOR.INFOR4\",\"name\":\"Percent
of firms formally registered when they started operations in the country\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms formally registered when they
started operations in the country. Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"topics\":[]},{\"id\":\"IC.FRM.INFOR.INFOR5\",\"name\":\"Number
of years firm operated without formal registration\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of years firm 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. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/informality).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN1\",\"name\":\"Days
to obtain an electrical connection (upon application)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"The wait, in days, experienced to obtain electrical
connection from the day this establishment applied for it to the day it received
the service. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN10\",\"name\":\"Proportion
of electricity from a generator (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of electricity supplied from a generator(s)
that the establishment owned or shared. Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN10_C\",\"name\":\"If
a generator is used, average proportion of electricity from a generator (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"If a generator is used, the average proportion
of electricity from a generator. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN11\",\"name\":\"Percent
of firms identifying transportation as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN12\",\"name\":\"Percent
of firms identifying electricity as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN14\",\"name\":\"Proportion
of products lost to breakage or spoilage during shipping to domestic markets
(%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Products
lost to breakage or spoilage during shipping to domestic markets, as a percentage
of total product value. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN2\",\"name\":\"Number
of electrical outages in a typical month\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of power outages in a typical month. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN3\",\"name\":\"Duration
of a typical electrical outage (hours)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Duration of a typical power outage, in hours.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN3_C\",\"name\":\"If
there were outages, average duration of a typical electrical outage (hours)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"If there were outages, duration of a typical power
outage, in hours. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN4\",\"name\":\"Losses
due to electrical outages (% of annual sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Losses due to electrical outages, as percentage
of total annual sales. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN6\",\"name\":\"Number
of water insufficiencies in a typical month\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of water shortages in a typical month.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRA.IN9\",\"name\":\"Percent
of firms owning or sharing a generator\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms owning or sharing a generator.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/infrastructure).\",\"topics\":[]},{\"id\":\"IC.FRM.INFRM.ZS\",\"name\":\"Services
firms competing against unregistered or informal firms (% of service firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of services firms competing
against unregistered or informal firms. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/). \",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T1\",\"name\":\"Percent
of firms with an internationally-recognized quality certification\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms having an internationally-recognized
quality certification, i.e. ISO 9000, 9002 or 14000. Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T2\",\"name\":\"Percent
of firms with an annual financial statement reviewed by external auditors
\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Percent
of firms with an annual financial statement reviewed by external auditors.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T3\",\"name\":\"Capacity
utilization (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Capacity
utilization based on the comparison of the current output with the maximum
output possible using all the resources available. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T4\",\"name\":\"Percent
of firms using technology licensed from foreign companies\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms using technology licensed from
foreign companies. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T5\",\"name\":\"Percent
of firms having their own Web site\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms having their own Web site. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.INNOV.T6\",\"name\":\"Percent
of firms using e-mail to interact with clients\\/suppliers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms using e-mail to interact with
clients\\/suppliers. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/innovation-and-technology).\",\"topics\":[]},{\"id\":\"IC.FRM.ISOC.ZS\",\"name\":\"Internationally-recognized
quality certification (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.LBRG.ZS\",\"name\":\"Labor regulations (% of
firms identifying this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.LBSK.ZS\",\"name\":\"Labor
skill level (% of firms identifying this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.LIC.ZS\",\"name\":\"Business
Licensing and Permits (% of firms Identifying this as major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.MGR.EXP\",\"name\":\"Years
of experience of the Top Manager working in the firm's sector\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Years of experience of the top
manager working in the firm's sector.\",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST1\",\"name\":\"Percent
of firms choosing access to finance as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose access to finance
as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST10\",\"name\":\"Percent
of firms choosing labor regulations as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose labor regulations
as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST11\",\"name\":\"Percent
of firms choosing political instability as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose political instability
as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST12\",\"name\":\"Percent
of firms choosing practices of the informal sector as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose practices of the informal
sector as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST13\",\"name\":\"Percent
of firms choosing tax administration as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose tax administration
as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST14\",\"name\":\"Percent
of firms choosing tax rates as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose tax rates as the biggest
obstacle faced by this establishment. (Survey respondents were presented
with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST15\",\"name\":\"Percent
of firms choosing transportation as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose transportation as
the biggest obstacle faced by this establishment. (Survey respondents were
presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST2\",\"name\":\"Percent
of firms choosing access to land as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose access to land as
the biggest obstacle faced by this establishment. (Survey respondents were
presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST3\",\"name\":\"Percent
of firms choosing business licensing and permits as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose business licensing
and permits as the biggest obstacle faced by this establishment. (Survey
respondents were presented with a list of 15 potential obstacles.) Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST4\",\"name\":\"Percent
of firms choosing corruption as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose corruption as the
biggest obstacle faced by this establishment. (Survey respondents were presented
with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST5\",\"name\":\"Percent
of firms choosing courts as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose courts as the biggest
obstacle faced by this establishment. (Survey respondents were presented
with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST6\",\"name\":\"Percent
of firms choosing crime, theft and disorder as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose crime, theft and disorder
as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST7\",\"name\":\"Percent
of firms choosing customs and trade regulations as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose customs and trade
regulations as the biggest obstacle faced by this establishment. (Survey
respondents were presented with a list of 15 potential obstacles.) Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST8\",\"name\":\"Percent
of firms choosing electricity as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose electricity as the
biggest obstacle faced by this establishment. (Survey respondents were presented
with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OBS.OBST9\",\"name\":\"Percent
of firms choosing inadequately educated workforce as their biggest obstacle\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that chose inadequately educated
workforce as the biggest obstacle faced by this establishment. (Survey respondents
were presented with a list of 15 potential obstacles.) Source:World Bank,
Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/CustomQuery).\",\"topics\":[]},{\"id\":\"IC.FRM.OUTG.ZS\",\"name\":\"Value
lost due to electrical outages (% of sales)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Value lost due to electrical outages
is the percentage of sales lost due to power outages.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IC.FRM.OWN.GOV.ZS\",\"name\":\"Enterprise
ownership - Government\\/state (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.OWN.PFOR.ZS\",\"name\":\"Enterprise
ownership - Private Foreign (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.OWN.PLOC.ZS\",\"name\":\"Enterprise
ownership - Private Domestic (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.OWN.ZS\",\"name\":\"Largest
shareholder ownership (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage held by largest owner or owners\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.PROC\",\"name\":\"Dealing
with construction, procedures (number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"A procedure is any interaction
of the company\u2019s employees or managers with external parties, including
government agencies, notaries, the land registry, the cadastre, utility com\xADpanies,
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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.BUS1\",\"name\":\"Days
to obtain an import license\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"The wait, in days, experienced to obtain an import
license from the day the establishment applied for it to the day it was granted.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.BUS2\",\"name\":\"Days
to obtain an operating license\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"The wait, in days, experienced to obtain an operating
license from the day the establishment applied for it to the day it was granted.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.BUS3\",\"name\":\"Days
to obtain a construction-related permit\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"The wait, in days, experienced to obtain a construction-related
permit from the day the establishment applied for it to the day it was granted.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.BUS5\",\"name\":\"Percent
of firms identifying business licensing and permits as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms identifying business licensing
and permits 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.REG1\",\"name\":\"Senior
management time spent dealing with the requirements of government regulation
(%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Proportion
of senior management\u2019s 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). Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.REG2\",\"name\":\"Number
of visits or required meetings with tax officials\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of visits or required meetings with tax
officials. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.REG2_C\",\"name\":\"If
there were visits, average number of visits or required meetings with tax
officials\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"If
there were visits, average number of visits or required meetings with tax
officials. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.REG4\",\"name\":\"Percent
of firms identifying tax rates as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.REG5\",\"name\":\"Percent
of firms identifying tax administration as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/regulations-and-taxes).\",\"topics\":[]},{\"id\":\"IC.FRM.REG.ZS\",\"name\":\"Firms
Formally Registered when Started Operations in the Country (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms formally registered
when they started operations in the country. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/). \",\"topics\":[]},{\"id\":\"IC.FRM.SEC.ZS\",\"name\":\"Firms
Paying for Security (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms paying for
security, for example equipment, personnel, or professional security services.
\ \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/)\",\"topics\":[]},{\"id\":\"IC.FRM.SECR.ZS\",\"name\":\"Security
costs (% of sales)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Security costs is the average security costs
as a percentage of total annual sales.\",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.TAXAD.ZS\",\"name\":\"Tax
Administration (% of firms identifying this as major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank,
Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.TAXR.ZS\",\"name\":\"Tax
rates (% of firms identifying this as major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.TECH.ZS\",\"name\":\"Firms
using technology licensed from foreign companies (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.TIME\",\"name\":\"Time
required to deal with construction permits (days)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.TRD.TR1\",\"name\":\"Days to clear direct exports
through customs\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Number
of days to clear direct exports through customs. Source:World Bank, Enterprise
Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR10\",\"name\":\"Percent
of firms exporting directly or indirectly (at least 1% of sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that export directly or indirectly
at least 1% of their total annual sales. Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR11\",\"name\":\"Percent
of firms using material inputs and\\/or supplies of foreign origin\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that use material inputs and\\/or
supplies of foreign origin. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR14\",\"name\":\"Days
of inventory of main input\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Days of inventory of the most important input.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR15\",\"name\":\"Percent
of firms exporting directly (at least 1% of sales)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms exporting directly at least 1%
of their sales. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR2\",\"name\":\"Days
to clear imports from customs\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of days to clear imports from customs.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR4\",\"name\":\"Proportion
of total sales that are domestic sales (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of total annual sales that are domestic
sales. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR5\",\"name\":\"Proportion
of total sales that are exported directly (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of total annual sales that are exported
directly. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR6\",\"name\":\"Proportion
of total sales that are exported indirectly (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of total annual sales that are exported
indirectly. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR7\",\"name\":\"Proportion
of total inputs that are of domestic origin (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of material inputs and\\/or supplies
that are of domestic origin. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR8\",\"name\":\"Proportion
of total inputs that are of foreign origin (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of material inputs and\\/or supplies
that are of foreign origin. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRD.TR9\",\"name\":\"Percent
of firms identifying customs and trade regulations as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms that identifying customs and
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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/trade).\",\"topics\":[]},{\"id\":\"IC.FRM.TRNG.ZS\",\"name\":\"Firms
offering formal training (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Firms offering formal training
are the percentage of firms offering formal training programs for their permanent,
full-time employees.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.FRM.TRSP.ZS\",\"name\":\"Transportation (% of firms
identifying this as a major constraint)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.WEB.ZS\",\"name\":\"Firms
using its own website (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms using the web
for communication with clients or suppliers. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK1\",\"name\":\"Percent
of firms offering formal training\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms offering formal training programs
for its permanent, full-time employees. Source:World Bank, Enterprise Surveys
Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK10\",\"name\":\"Percent
of firms identifying an inadequately educated workforce as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent of firms identifying an inadequately educated
workforce 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK11\",\"name\":\"Number
of temporary workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise Surveys\"},\"sourceNote\":\"Number
of temporary workers. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK12\",\"name\":\"Number
of permanent full-time workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of permanent, full-time workers. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK13\",\"name\":\"Proportion
of unskilled workers (out of all production workers) (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of unskilled workers, out of all production
workers. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK2\",\"name\":\"Proportion
of workers offered formal training (%)\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percentage of permanent, full-time employees that
have received formal training. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK3\",\"name\":\"Number
of permanent skilled production workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of permanent skilled production workers.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK4\",\"name\":\"Number
of permanent unskilled production workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of permanent unskilled production workers.
\ Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK6\",\"name\":\"Number
of permanent production workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of permanent production workers. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK7\",\"name\":\"Number
of permanent non-production workers\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Number of permanent non-production workers. Source:World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK8\",\"name\":\"Years
of the top manager's experience working in the firm's sector\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Years of the top manager's experience working
in the firm's sector. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WRKF.WK9\",\"name\":\"Percent
of firms identifying labor regulations as a major constraint\",\"source\":{\"id\":\"13\",\"value\":\"Enterprise
Surveys\"},\"sourceNote\":\"Percent 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. Source:World Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys Project(http:\\/\\/www.enterprisesurveys.org\\/Data\\/ExploreTopics\\/workforce).\",\"topics\":[]},{\"id\":\"IC.FRM.WTLIC.DURS\",\"name\":\"Number
of years firms operated without formal registration\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/). \",\"topics\":[]},{\"id\":\"IC.FRM.XQ\",\"name\":\"Dealing
with construction permits (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.GCON.GIFT.ZS\",\"name\":\"Expected
to give gifts to secure a Government contract (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"World Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.GE.COST\",\"name\":\"Cost
to get electricity(% of income per capita)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"Cost to obtain an electricity connection (% of
income per capita) \",\"sourceOrganization\":\"World Bank, Doing Business
Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/GettingElectricity)\",\"topics\":[]},{\"id\":\"IC.GE.NUM\",\"name\":\"Procedures
required to connect to electricity (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator records the number of procedures
required for a business to obtain a permanent electricity connection and supply
for a warehouse. To ensure that data are comparable across economies, a standard
case study in which an entrepreneur seeks to connect a newly built warehouse
for cold meat storage to electricity was used. Data are collected from the
electricity distribution utility, then completed and verified by independent
professionals such as electricians, electrical engineers, electrical contractors,
and construction companies.\\u000a\",\"sourceOrganization\":\"World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/GettingElectricity)\",\"topics\":[]},{\"id\":\"IC.GE.TIME\",\"name\":\"Time
required to connect to electricity (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator tracks the time (in calendar days)
required for a business to obtain a permanent electricity connection and supply
for a warehouse. To ensure that data are comparable across economies, a standard
case study in which an entrepreneur seeks to connect a newly built warehouse
for cold meat storage to electricity was used. Data are collected from the
electricity distribution utility, then completed and verified by independent
professionals such as electricians, electrical engineers, electrical contractors,
and construction companies.\\u000a\",\"sourceOrganization\":\"World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/GettingElectricity)\",\"topics\":[]},{\"id\":\"IC.GOV.DURS.ZS\",\"name\":\"Time
spent dealing with the requirements of government regulations (% of senior
management time)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.GRAFT.XQ\",\"name\":\"Incidence of Graft index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.IMP.COST.CD\",\"name\":\"Cost
to import (US$ per container)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.IMP.DOCS\",\"name\":\"Documents
to import (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.IMP.DURS\",\"name\":\"Time
to import (days)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"IC.IMP.GIFT.ZS\",\"name\":\"Expected
to give gifts to get an Import License (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms expected to
give gifts or an informal payment to get an import license. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.ISV.COP\",\"name\":\"Commencement
of proceedings index (0-3)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"The
commencement of proceedings index has 3 components: (i) Whether debtors can
initiate both liquidation and reorganization proceedings. A score of 1 is
assigned if debtors can initiate both types of proceedings; 0.5 if they can
initiate only one of these types (either liquidation or reorganization); 0
if they cannot initiate insolvency proceedings. (ii) Whether creditors can
initiate both liquidation and reorganization proceedings. A score of 1 is
assigned if creditors can initiate both types of proceedings; 0.5 if they
can initiate only one of these types (either liquidation or reorganization);
0 if they cannot initiate insolvency proceedings. (iii) What standard is used
for commencement of insolvency proceedings. A score of 1 is assigned if a
liquidity test (the debtor is generally unable to pay its debts as they mature)
is used; 0.5 if the balance sheet test (the liabilities of the debtor exceed
its assets) is used; 1 if both the liquidity and balance sheet tests are available
but only one is required to initiate insolvency proceedings; 0.5 if both tests
are required; 0 if a different test is used. The index ranges from 0 to 3,
with higher values indicating greater access to insolvency proceedings.\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving
Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"IC.ISV.COST\",\"name\":\"Resolving
insolvency: cost (% of estate)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The cost of the proceedings, recorded as a percentage
of the estate\u2019s value, is calculated on the basis of survey responses
by insolvency practitioners. It 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\u20135%,
5\u20138%, 8\u201311%, 11\u201318%, 18\u201325%, 25\u201333%, 33\u201350%,
50\u201375%, and more than 75% of the value of the business estate. \\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ClosingBusiness).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ClosingBusiness\\/).\",\"topics\":[]},{\"id\":\"IC.ISV.CPI\",\"name\":\"Creditor
participation index (0-4)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"The
creditors\u2019 rights index has 4 components: (i) Whether creditors participate
in the selection of an insolvency representative. A score of 1 is assigned
if yes; 0 if no. (ii) Whether creditors are required to approve the sale of
substantial assets of the debtor in the course of insolvency proceedings.
A score of 1 is assigned if yes; 0 if no. (iii) Whether an individual creditor
has the right to access information about insolvency proceedings, either by
requesting it from an insolvency representative or by reviewing the official
records. A score of 1 is assigned if yes; 0 if no. (iv) Whether an individual
creditor can object to a decision of the court or of the insolvency representative
to approve or reject claims against the debtor brought by the creditor itself
or by other creditors. A score of 1 is assigned if yes; 0 if no. (v) The index
ranges from 0 to 4, with higher values indicating greater participation and
rights of creditors. \",\"sourceOrganization\":\"World Bank, Doing Business
Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"IC.ISV.DURS\",\"name\":\"Time to resolve insolvency
(years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Time
to resolve insolvency is the number of years from the filing for insolvency
in court until the resolution of distressed assets.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.ISV.MODA\",\"name\":\"Management of debtor's assets
index (0-6)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"The
management of debtor\u2019s assets index has 6 components: (i) Whether the
debtor (or an insolvency representative on its behalf) can continue performing
contracts essential to the debtor\u2019s survival. A score of 1 is assigned
if yes; 0 if continuation of contracts is not possible or if the law contains
no provisions on this subject. (ii) Whether the debtor (or an insolvency representative
on its behalf) can reject overly burdensome contracts. A score of 1 is assigned
if yes; 0 if rejection of contracts is not possible. (iii) Whether transactions
entered into before commencement of insolvency proceedings that give preference
to one or several creditors can be avoided after proceedings are initiated.
A score of 1 is assigned if yes; 0 if avoidance of such transactions is not
possible. (iv) Whether undervalued transactions entered into before commencement
of insolvency proceedings can be avoided after proceedings are initiated.
A score of 1 is assigned if yes; 0 if avoidance of such transactions is not
possible. (v) Whether the insolvency framework includes specific provisions
that allow the debtor (or an insolvency representative on its behalf), after
commencement of insolvency proceedings, to obtain financing necessary to function
during the proceedings. A score of 1 is assigned if yes; 0 if obtaining post-commencement
financing is not possible or if the law contains no provisions on this subject.
(vi) Whether post-commencement financing receives priority over ordinary unsecured
creditors during distribution of assets. A score of 1 is assigned if yes;
0.5 if post-commencement financing is granted superpriority over all creditors,
secured and unsecured; 0 if no priority is granted to post-commencement financing.
The index ranges from 0 to 6, with higher values indicating more advantageous
treatment of the debtor\u2019s assets from the perspective of the company\u2019s
stakeholders.\",\"sourceOrganization\":\"World Bank, Doing Business Project
(http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"IC.ISV.OTCM\",\"name\":\"Outcome (0 as piecemeal sale
and 1 as going concern)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"Outcome
measures whether the debtor\u2019s business continues operating as a going
concern or whether the debtor\u2019s assets are sold piecemeal. \",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving
Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"IC.ISV.RECRT\",\"name\":\"Resolving
insolvency: recovery rate (cents on the dollar)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The recovery rate calculates how many cents on
the dollar claimants (creditors, tax authorities, and employees) recover from
an insolvent firm. Information comes from local insolvency practitioners,
laws and regulations as well as public information on bankruptcy systems.
The recovery rate for economies with \u201Cno practice\u201D (i.e., fewer
than 5 cases a year over the past 5 years) is 0. \\u000aSource: World Bank,
Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ClosingBusiness).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ClosingBusiness\\/).\",\"topics\":[]},{\"id\":\"IC.ISV.RP\",\"name\":\"Reorganization
proceedings index (0-3)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"The
reorganization proceedings index has 3 components: (i) Whether the reorganization
plan is voted on only by the creditors whose rights are modified or affected
by the plan. A score of 1 is assigned if yes; 0.5 if all creditors vote on
the plan, regardless of its impact on their interests; 0 if creditors do not
vote on the plan or if reorganization is not available. (ii) Whether creditors
entitled to vote on the plan are divided into classes, each class votes separately
and the creditors within each class are treated equally. A score of 1 is assigned
if the voting procedure has these 3 features; 0 if the voting procedure does
not have these 3 features or if reorganization is not available. (iii) Whether
the insolvency framework requires that dissenting creditors receive as much
under the reorganization plan as they would have received in liquidation.
A score of 1 is assigned if yes; 0 if no such provisions exist or if reorganization
is not available. The index ranges from 0 to 3, with higher values indicating
greater compliance with internationally accepted practices.\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving
Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"IC.ISV.SOIF\",\"name\":\"Strength
of insolvency framework index (0-16)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"Strength of the insolvency framework index measures
whether economies implemented best international practices in the areas of
commencement of insolvency proceedings, management of debtor\u2019s assets
during the proceedings, reorganization proceedings and creditor participation.
The index ranges from 0 to 16, with higher values indicating insolvency legislation
that is better designed for rehabilitating viable firms and liquidating nonviable
ones.\",\"sourceOrganization\":\"World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Resolving
Insolvency)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"IC.LGL.CONT.XQ\",\"name\":\"Enforcing
contracts (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).
\",\"topics\":[]},{\"id\":\"IC.LGL.COST.DEBT.ZS\",\"name\":\"Enforcing contracts,
cost (% of claim)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.LGL.CRED.XQ\",\"name\":\"Strength
of legal rights index (0=weak to 12=strong)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Doing Business
project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IC.LGL.DURS\",\"name\":\"Time required to enforce a
contract (days)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.LIC.NUM\",\"name\":\"Procedures required to build
a warehouse (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"The
number of procedures required for a business in the construction industry
to build a standardized warehouse is recorded by this indicator. Steps may
include: (1) submitting all relevant documents and obtaining all necessary
clearances, licenses, permits, and certificates; (2) completing all required
notifications and receiving all necessary inspections; (3) obtaining utility
connections for electricity, water, sewerage, and phone services; and (4)
registering the warehouse after its completion (if required for use as collateral
or for transfer of warehouse). Interactions between company employees are
not counted as procedures. \\u000aSource: .\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses)\",\"topics\":[]},{\"id\":\"IC.LIC.TIME\",\"name\":\"Time
required to build a warehouse (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The time (in calendar days) required to build
a warehouse\u2014including obtaining necessary licenses and permits, completing
required notifications and inspections, and obtaining utility connections\u2014is
measured by this indicator. Information is collected from experts in construction
licensing\u2014including architects, construction lawyers, construction firms,
utility service providers, and public officials who deal with building regulations.
If a procedure can be accelerated legally for an additional cost, the fastest
procedure is chosen. To make the data comparable across economies, several
assumptions about the business, the warehouse project, and the procedures
are used.\\u000a\",\"sourceOrganization\":\"World Bank, Doing Business Project
(http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/DealingLicenses)\",\"topics\":[]},{\"id\":\"IC.LOAN.COL.ZS\",\"name\":\"Loans
requiring collateral (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of loans that require collateral.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.OPER.GIFT.ZS\",\"name\":\"Expected
to give gifts to get an Operating License (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms expected to
give gifts or an informal payment to get an operating license. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.PI.CIR\",\"name\":\"Extent
of conflict of interest regulation index (0-10)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The extent of conflict of interest regulation
index measures the protection of shareholders against directors\u2019 misuse
of corporate assets for personal gain by distinguishing 3 dimensions of regulation
that address conflicts of interest: transparency of related-party transactions
(extent of disclosure index), shareholders\u2019 ability to sue and hold directors
liable for self-dealing (extent of director liability index) and access to
evidence and allocation of legal expenses in shareholder litigation (ease
of shareholder suits index). \",\"sourceOrganization\":\"World Bank, Doing
Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Protecting
Minority Investors)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"IC.PI.CT\",\"name\":\"Extent of corporate transparency index
(0-9)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"Corporate
transparency on ownership stakes, compensation, audits and financial prospects
based on 6 components of corporate governance.\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Protecting
Minority Investors)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"IC.PI.DIR\",\"name\":\"Extent of director liability index
(0 to 10)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"To
help gauge investor protection, the extent of director liability index measures
liability for self-dealing. The index ranges from 0 (little to no liability)
to 10 (greater liability). The data are from a survey of corporate lawyers
and are based on securities regulations, company laws and court rules of evidence.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/)\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/).\",\"topics\":[]},{\"id\":\"IC.PI.DISCL\",\"name\":\"Extent
of disclosure index (0 to 10)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"To help gauage investor protection, the extent
of disclosure index measures the transparency of corporations\u2019 related-party
transactions. The index ranges from 0 (little to no transparency) to 10 (greater
transparency). The data are from a survey of corporate lawyers and are based
on securities regulations, company laws and court rules of evidence.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/)\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/).\",\"topics\":[]},{\"id\":\"IC.PI.INV\",\"name\":\"Strength
of investor protection index (0 to 10)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The strength of investor protection index is
an average of 3 indices--the extent of disclosure index, the extent of director
liability index, and the ease of shareholder suit index. The index ranges
from 0 (little to no investor protection) to 10 (greater investor protection).
The data are from a survey of corporate lawyers and are based on securities
regulations, company laws and court rules of evidence.\\u000aSource: World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/)\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/).\",\"topics\":[]},{\"id\":\"IC.PI.SG\",\"name\":\"Extent
of shareholder governance index (0-10)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The extent of shareholder governance index is
the sum of the extent of shareholder rights index, the strength of governance
structure index and the extent of corporate transparency index. The index
is divided by 3 so that it ranges from 0 to 10. Higher values indicate stronger
rights of shareholders in corporate governance.\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Protecting
Minority Investors)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"IC.PI.SHAR\",\"name\":\"Ease of shareholder suits index (0
to 10) \",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"To
help gauge investor protection, the ease of shareholder suits index measures
shareholders\u2019 ability to sue officers and directors for misconduct .
The index ranges from 0 (little to no ability to file suit) to 10 (greater
ability to file suit). The data are from a survey of corporate lawyers and
are based on securities regulations, company laws and court rules of evidence.\\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/)\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/ProtectingInvestors\\/).\",\"topics\":[]},{\"id\":\"IC.PI.SOGS\",\"name\":\"Strength
of governance structure index (0-10.5)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"Governance safeguards protecting shareholders
from undue board control and entrenchment based on 7 components of corporate
governance.\",\"sourceOrganization\":\"World Bank, Doing Business Project
(http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Protecting Minority Investors)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"IC.PI.SR\",\"name\":\"Extent of shareholder rights
index (0-10.5)\",\"source\":{\"id\":\"1\",\"value\":\"Doing Business\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/Protecting
Minority Investors)\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial Sector
\"}]},{\"id\":\"IC.PRP.COST.PROP.ZS\",\"name\":\"Cost of registering property
(% of property value)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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 \",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.PRP.DURS\",\"name\":\"Time
required to register property (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Time required to register property
is the number of calendar days needed for businesses to secure rights to property.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.PRP.PROC\",\"name\":\"Procedures to register property
(number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Number
of procedures to register property is the number of procedures required for
a businesses to secure rights to property.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.PRP.XQ\",\"name\":\"Registering property (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.REG.CAP\",\"name\":\"Minimum
paid-in capital required to start a business (% of income per capita)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The paid-in minimum capital requirement reflects
the amount that an entrepreneur needs to deposit in a bank or with a notary
to legally start a business. It is recorded as a percentage of the economy\u2019s
income per capita. \\u000aSource: World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/StartingBusiness).\\u000a\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/StartingBusiness\\/).\",\"topics\":[]},{\"id\":\"IC.REG.CAP.PC.ZS\",\"name\":\"Minimum
capital for starting a business (% of income per capita)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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 in\xADcorporation
and is recorded as a percentage of the country\u2019s 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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.REG.COST\",\"name\":\"Cost
to start a business (% of income per capita)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"The official cost to start a business legally
is measured by this indicator and expressed a percentage of the economy's
income per capita. It includes all official fees and fees for legal or professional
services if such services are required by law. In all cases, the cost excludes
bribes.\\u000aSource: World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/StartingBusiness).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/StartingBusiness\\/).\",\"topics\":[]},{\"id\":\"IC.REG.COST.PC.ZS\",\"name\":\"Cost
of business start-up procedures (% of GNI per capita)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Cost to register a business is
normalized by presenting it as a percentage of gross national income (GNI)
per capita.\",\"sourceOrganization\":\"World Bank, Doing Business project
(http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.REG.DURS\",\"name\":\"Time required to start a business
(days)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.REG.PROC\",\"name\":\"Start-up procedures to register
a business (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.REG.XQ\",\"name\":\"Starting a business (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This index averages the country's
percentile rankings on: procedures, time, cost (% of income per capita) and
minimum capital (% of income per capita)\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.RP.COST\",\"name\":\"Cost
to register property (% of property value)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator calculates the cost required for
a business to register property expressed as a percentage of the property
value, assuming a property value of 50 times income per capita. The cost includes
fees, transfer taxes, stamp duties, and any other payment to the property
registry, notaries, public agencies or lawyers. Information is provided by
local property lawyers, notaries, and property registries. \\u000aSource:
World Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty\\/).\",\"topics\":[]},{\"id\":\"IC.RP.PROC\",\"name\":\"Procedures
required to register property (number)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator records the number of steps required
for a business (buyer) to purchase a property from another business (seller)
and register it legally so that the buyer can use the property as collateral
or sell it to another business. Information is provided by local property
lawyers, notaries, and property registries. \\u000aSource: World Bank, Doing
Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty\\/).\",\"topics\":[]},{\"id\":\"IC.RP.TIME\",\"name\":\"Time
required to register property (days)\",\"source\":{\"id\":\"1\",\"value\":\"Doing
Business\"},\"sourceNote\":\"This indicator records the number of calendar
days required for a business (buyer) to purchase a property from another business
(seller) and register it legally so that the buyer can use the property as
collateral or sell it to another business. Information is provided by local
property lawyers, notaries, and property registries. \\u000a Source: World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty).\",\"sourceOrganization\":\"World
Bank, Doing Business Project (http:\\/\\/www.doingbusiness.org\\/ExploreTopics\\/RegisteringProperty\\/).\",\"topics\":[]},{\"id\":\"IC.SALE.DOM.ZS\",\"name\":\"Domestic
Sales (% sales)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of sales sold domestically.\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.TAX.DURS\",\"name\":\"Time
to prepare and pay taxes (hours)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IC.TAX.GIFT.ZS\",\"name\":\"Firms
expected to give gifts in meetings with tax officials (% of firms)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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?\\\"\",\"sourceOrganization\":\"World Bank, Enterprise
Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.TAX.LABR.CP.ZS\",\"name\":\"Labor tax and contributions
(% of commercial profits)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Labor tax and contributions is the amount of
taxes and mandatory contributions on labor paid by the business.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.TAX.LBR.ZS\",\"name\":\"Paying taxes, labor tax and
contributions (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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 contribu\xADtions 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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.TAX.METG\",\"name\":\"Number
of visits or required meetings with tax officials\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"\\\"Number of visits or required
meetings with tax officials is the number of visits or required meetings with
tax officials during the year.\\u000a\\\"\",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.TAX.OTH.ZS\",\"name\":\"Paying taxes, other taxes
(%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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\\/. \",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.TAX.OTHR.CP.ZS\",\"name\":\"Other
taxes payable by businesses (% of commercial profits)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.TAX.PAYM\",\"name\":\"Tax payments (number)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IC.TAX.PFT.ZS\",\"name\":\"Paying
taxes, profit tax (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"\\\"Total amount of taxes and mandatory contributions
payable by the business. \\u000dFor more information, visit http:\\/\\/www.doingbusiness.org\\/MethodologySurveys\\/.
\ \\\"\",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.TAX.PRFT.CP.ZS\",\"name\":\"Profit
tax (% of commercial profits)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Profit tax is the amount of taxes
on profits paid by the business.\",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.TAX.TOTL.CP.ZS\",\"name\":\"Total tax rate (% of
commercial profits)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IC.TAX.XQ\",\"name\":\"Paying
taxes (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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\\/.
\ \",\"sourceOrganization\":\"World Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.TEL.DURS\",\"name\":\"Delay
in obtaining a mainline telephone connection (days)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.TEL.GIFT.ZS\",\"name\":\"Expected
to give gifts to get a phone connection (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms expected to
give gifts or an informal payment to get a phone connection. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.TRD.XQ\",\"name\":\"Trading
across borders (rank)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World Bank, Doing
Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[]},{\"id\":\"IC.VAL.COL.ZS\",\"name\":\"Value
of collateral needed for a loan (% of the loan amount)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank, Enterprise Surveys
(http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.VALG.GIFT.ZS\",\"name\":\"Value
of gift expected to secure Government Contract (% of Contract)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.WAT.DURS\",\"name\":\"Delay
in obtaining a water connections (days)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.WAT.GIFT.ZS\",\"name\":\"Expected
to give gifts to get a water connection (% of firms)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of firms expected to
give gifts or an informal payment to get a water connection. \",\"sourceOrganization\":\"World
Bank, Enterprise Surveys (http:\\/\\/www.enterprisesurveys.org\\/).\",\"topics\":[]},{\"id\":\"IC.WRH.DURS\",\"name\":\"Time
required to build a warehouse (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IC.WRH.PROC\",\"name\":\"Procedures to build a warehouse
(number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank, Doing Business project (http:\\/\\/www.doingbusiness.org\\/).\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IDX.HDI\",\"name\":\"Human Development Index\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"IE.ICT.PCAP.CD\",\"name\":\"Information
and communication technology expenditure per capita (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Information and communications
technology expenditures include computer hardware (computers, storage devices,
printers, and other peripherals); computer software (operating systems, programming
tools, utilities, applications, and internal software development); computer
services (information technology consulting, computer and network systems
integration, Web hosting, data processing services, and other services); and
communications services (voice and data communications services) and wired
and wireless communications equipment.\",\"sourceOrganization\":\"World Information
Technology and Services Alliance, Digital Planet: The Global Information Economy,
and Global Insight, Inc.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IE.ICT.TOTL.CD\",\"name\":\"Information and communication
technology expenditure (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Information
Technology and Services Alliance, Digital Planet: The Global Information Economy,
and Global Insight, Inc.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IE.ICT.TOTL.GD.ZS\",\"name\":\"Information and communication
technology expenditure (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Information
Technology and Services Alliance, Digital Planet: The Global Information Economy,
and Global Insight, Inc.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IE.PPI.ENGY.CD\",\"name\":\"Investment in energy with private
participation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Investment in energy projects with private
participation covers infrastructure projects in energy (electricity and natural
gas transmission and distribution) that have reached financial closure and
directly or indirectly serve the public. Movable assets and small projects
such as windmills are excluded. The types of projects included are operations
and management contracts, operations and management contracts with major capital
expenditure, greenfield projects (in which a private entity or a public-private
joint venture builds and operates a new facility), and divestitures. Investment
commitments are the sum of investments in facilities and investments in government
assets. Investments in facilities are the resources the project company commits
to invest during the contract period either in new facilities or in expansion
and modernization of existing facilities. Investments in government assets
are the resources the project company spends on acquiring government assets
such as state-owned enterprises, rights to provide services in a specific
area, or the use of specific radio spectrums. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, Private Participation in Infrastructure Project Database (http:\\/\\/ppi.worldbank.org).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IE.PPI.TELE.CD\",\"name\":\"Investment in telecoms with
private participation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Investment in telecom projects
with private participation covers 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 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.\",\"sourceOrganization\":\"World Bank, Private Participation
in Infrastructure Project Database (http:\\/\\/ppi.worldbank.org).\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IE.PPI.TRAN.CD\",\"name\":\"Investment
in transport with private participation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Investment in transport projects
with private participation covers infrastructure projects in transport that
have reached financial closure and directly or indirectly serve the public.
Movable assets and small projects are excluded. The types of projects included
are operations and management contracts, operations and management contracts
with major capital expenditure, greenfield projects (in which a private entity
or a public-private joint venture builds and operates a new facility), and
divestitures. Investment commitments are the sum of investments in facilities
and investments in government assets. Investments in facilities are the resources
the project company commits to invest during the contract period either in
new facilities or in expansion and modernization of existing facilities. Investments
in government assets are the resources the project company spends on acquiring
government assets such as state-owned enterprises, rights to provide services
in a specific area, or the use of specific radio spectrums. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank, Private Participation
in Infrastructure Project Database (http:\\/\\/ppi.worldbank.org).\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IE.PPI.WATR.CD\",\"name\":\"Investment
in water and sanitation with private participation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Investment in water and sanitation
projects with private participation covers 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 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 are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank, Private Participation in Infrastructure Project Database (http:\\/\\/ppi.worldbank.org).\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"12\",\"value\":\"Private Sector\"}]},{\"id\":\"IENERGY\",\"name\":\"Energy,
2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Energy index, a Laspeyres Index
with fixed weights based on 2002-2004 average developing countries export
values, for coal, crude oil and natural gas.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IFATS_OILS\",\"name\":\"Agr: Food: Fats and
oils, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Fats and oils index includes
coconut oil, groundnut oil, palm oil, soybeans, soybean oil and soybean meal.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IFERTILIZERS\",\"name\":\"Fertilizers, 2000=100,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Fertilizers index includes natural phosphate
rock, phosphate, potassium and nitrogenous products.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IFOOD\",\"name\":\"Agr: Food, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Food index includes
fats and oils, grains and other food items.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IGRAINS\",\"name\":\"Agr: Food: Grains, 2000=100,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Grains index includes barley, maize, rice
and wheat.\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"IMETMIN\",\"name\":\"Metals
and minerals, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Metals and minerals
index includes aluminum, copper, iron ore, lead, nickle, tin and zinc.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IMETMIN_DV100\",\"name\":\"Base Metals, 2000=100,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Base Metals index includes aluminum, copper,
lead, nickle, tin and zinc, excludes iron ore.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IN.AGR.GR.IRRIG.AREA\",\"name\":\"Gross Irrigated
Area under all crops ('000 hectares)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source: Directorate of
Economics and Statistics, Ministry of Agriculture\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-12-IRRIGATION\\/Table
12.2.xls\",\"topics\":[]},{\"id\":\"IN.AGR.YLD.ALL\",\"name\":\"Yield - All
Foodgrains (Kgs\\/Hectare)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"http:\\/\\/eands.dacnet.nic.in\\/Publication12-12-2012\\/Agriculture_at_a_Glance%202012\\/Pages85-136.pdf\",\"topics\":[]},{\"id\":\"IN.AGR.YLD.RICE\",\"name\":\"Yield
- Rice (Kgs\\/Hectare)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Yield of Rice, measured in Kgs\\/Hectare,
is an estimate based on randomized sampling of survey areas and controlled
crop cutting experiments. \",\"sourceOrganization\":\"http:\\/\\/eands.dacnet.nic.in\\/Publication12-12-2012\\/Agriculture_at_a_Glance%202012\\/Pages85-136.pdf\",\"topics\":[]},{\"id\":\"IN.AGR.YLD.SUGRCANE\",\"name\":\"Yield
- Sugarcane (Kgs\\/Hectare)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Yield of Sugarcane, measured
in Kgs\\/Hectare, is an estimate based on randomized sampling of survey areas
and controlled crop cutting experiments. \",\"sourceOrganization\":\"http:\\/\\/eands.dacnet.nic.in\\/Publication12-12-2012\\/Agriculture_at_a_Glance%202012\\/Pages85-136.pdf\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.NOM.INR\",\"name\":\"Nominal
GSDP Per Capita (INR)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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). \\u000aState Domestic Product (SDP) in common parlance known
as \u201CState Income\u201D 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\\u000awithout duplication.\\u000a\",\"sourceOrganization\":\"Source
: Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation,
Gov't of India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.NOM.USD\",\"name\":\"Nominal
GSDP Per Capita (USD)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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). \\u000aState Domestic Product (SDP) in common parlance known
as \u201CState Income\u201D 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\\u000awithout duplication.\\u000a\",\"sourceOrganization\":\"Source
: Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation,
Gov't of India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.REAL.INR\",\"name\":\"Real
GSDP Per Capita (INR)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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).
\\u000aState Domestic Product (SDP) in common parlance known as \u201CState
Income\u201D 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\\u000awithout duplication.\\u000a\",\"sourceOrganization\":\"Source
: Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation,
Gov't of India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.REAL.INR.GRWTHRAT\",\"name\":\"Real
GSDP Per Capita (INR) Growth Rate\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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). \\u000aState Domestic Product (SDP) in
common parlance known as \u201CState Income\u201D 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\\u000awithout
duplication.\\u000a\",\"sourceOrganization\":\"Source : Central Statistics
Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of
India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.REAL.USD\",\"name\":\"Real
GSDP Per Capita (USD)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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). \\u000aState Domestic Product (SDP) in common parlance known
as \u201CState Income\u201D 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\\u000awithout duplication.\\u000a\",\"sourceOrganization\":\"Source
: Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation,
Gov't of India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.GSDP.PERCAP.REAL.USD.GRWTHRAT\",\"name\":\"Real
GSDP Per Capita (USD) Growth Rate\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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). \\u000aState Domestic Product (SDP) in common parlance known
as \u201CState Income\u201D 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\\u000awithout duplication.\\u000a\",\"sourceOrganization\":\"Source
: Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation,
Gov't of India website as on 01.08.13\",\"topics\":[]},{\"id\":\"IN.EC.POP.GRWTHRAT.\",\"name\":\"Decadal
Growth of Population (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Population growth rate over the 10
year period. This is simple growth rate calculation between two population
observations that are 10 year apart.\",\"sourceOrganization\":\"Source: Provisional
Population Tables & Annexures, Census of India 2011\",\"topics\":[]},{\"id\":\"IN.EC.POP.TOTL\",\"name\":\"Population
(Thousands)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"\",\"sourceOrganization\":\"Source:\\u000aCompiled
from the statistics released by : Tenth Five Year Plan 2002-07, Volume-III,
Planning Commission, Gov't of India\",\"topics\":[]},{\"id\":\"IN.EDU.ENROL.GEN\",\"name\":\"Enrolment
by Caste-General (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Secondary Education in India: Progress
towards universalization, Flash Statistics 2012-13, National University of
Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.ENROL.MSLM\",\"name\":\"Enrolment
by Caste-Muslim (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Percent of Secondary and Higher Secondary
pupils in the General category and belonging to the Muslim community\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.ENROL.OBC\",\"name\":\"Enrolment
by Caste-OBC (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Percent pupils not in the General
category and belonging to the Other Backward Class (OBC) category\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.ENROL.SC\",\"name\":\"Enrolment
by Caste-SC (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Percent pupils not in the General
category and belonging to the Scheduled Caste (SC) category\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.ENROL.ST\",\"name\":\"Enrolment
by Caste-ST (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Percent pupils not in the General
category and belonging to the Scheduled Tribe (ST) category\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.GR.ENRL.RATIO\",\"name\":\"Gross
Enrolment Ratio (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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
\",\"sourceOrganization\":\"Secondary Education in India: Progress towards
universalization, Flash Statistics 2012-13, National University of Educational
Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.NET.ENRL.RATIO\",\"name\":\"Net
Enrolment Ratio (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.PUPIL.TCHR\",\"name\":\"Pupil-Teacher
Ratio\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"Average number of Pupils per Teacher for all
schools (Secondary and Higher Secondary schools).\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.TCHR.NUM\",\"name\":\"Teachers
(Number)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"Total number of Teachers in secondary and higher
secondary schools. Thes include regular and on-contract teachers.\",\"sourceOrganization\":\"Secondary
Education in India: Progress towards universalization, Flash Statistics 2012-13,
National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\",\"topics\":[]},{\"id\":\"IN.EDU.TCHRTRNG.NUM\",\"name\":\"Teacher
Education Institutes (DIETs, CTEs, IASEs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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)
\",\"sourceOrganization\":\"teacher Education, Department of School Education
and Literacy, Min. of Human resource Development, Gov't of India.\\u000ahttp:\\/\\/www.teindia.nic.in\\/Institutions.aspx\",\"topics\":[]},{\"id\":\"IN.ENRGY.ELEC.CAP\",\"name\":\"Total-
Installed Capacity (MW)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Total- Installed Capacity (MW). Includes
hydro, diesel and wind, steam, gas and nuclear energy.\",\"sourceOrganization\":\"Source:
Central Electricity Authority, Ministry of Power, India.\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.12.xls\",\"topics\":[]},{\"id\":\"IN.ENRGY.ELEC.GEN\",\"name\":\"Total-Electricity
Generated Gross (GWh)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Total-Electricity Generated Gross
(GWh). Includes hydro, diesel and wind, steam, gas and nuclear energy.\",\"sourceOrganization\":\"Source:
Central Electricity Authority, Ministry of Power, India.\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.12.xls\",\"topics\":[]},{\"id\":\"IN.ENRGY.ELEC.PERCAP.CONSMPN\",\"name\":\"Utilities\\/Non
Utilities Per Capita Consumption (KWh)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source:
Central Electricity Authority, Ministry of Power, India.\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.12.xls\",\"topics\":[]},{\"id\":\"IN.ENRGY.ELEC.PERCAP.CONSMPN.NONUTLTS\",\"name\":\"Non
Utilities Per Capita Consumption (KWh)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Non Utilities Per Capita
Consumption (in KWh)\",\"sourceOrganization\":\"Source: Central Electricity
Authority, Ministry of Power, India.\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.12.xls\",\"topics\":[]},{\"id\":\"IN.ENRGY.ELEC.PERCAP.CONSMPN.TOTL\",\"name\":\"Total
(Utilities & Non-Utilities) Per Capita Consumption (KWh)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source: Central
Electricity Authority, Ministry of Power, India.\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.12.xls\",\"topics\":[]},{\"id\":\"IN.ENRGY.GRID.RENEW.CAP\",\"name\":\"Grid
interactive renewable power installed capacity (MW)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source:
Ministry of New and Renewable Energy, India\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-RURAL
AND URBAN DEVELOPMENT\\/Table 35.12.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.TOWNS.ELECTRFIED.NUM\",\"name\":\"Number
of Towns Electrified (Per 2001 Census)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Number of Towns Electrified
(Per 2001 Census)\",\"sourceOrganization\":\"Source: Central Electricity Authority,
Ministry of Power, India.\\u000aTABLE 16.14: NUMBER OF TOWNS AND VILLAGES
ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.TOWNS.ELECTRFIED.PERCENT\",\"name\":\"Number
of Towns Electrified (Percentage)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Percentage of Towns in
the State Electrified \",\"sourceOrganization\":\"Source: Central Electricity
Authority, Ministry of Power, India.\\u000aTABLE 16.14: NUMBER OF TOWNS AND
VILLAGES ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.TOWNS.TOTL\",\"name\":\"Number
of Towns Total (Per 2001 Census)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Number of Towns Total
(Per 2001 Census)\",\"sourceOrganization\":\"Source: Central Electricity Authority,
Ministry of Power, India.\\u000aTABLE 16.14: NUMBER OF TOWNS AND VILLAGES
ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.VILLAG.ELECTRFIED\",\"name\":\"Number
of Villages Electrified\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Number of Villages Electrified\",\"sourceOrganization\":\"Source:
Central Electricity Authority, Ministry of Power, India.\\u000aTABLE 16.14:
NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.VILLAG.ELECTRFIED.PERCENT\",\"name\":\"Number
of Villages Electrified (Percentage)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Percentage of Villages
Electrified in the State \",\"sourceOrganization\":\"Source: Central Electricity
Authority, Ministry of Power, India.\\u000aTABLE 16.14: NUMBER OF TOWNS AND
VILLAGES ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.ENRGY.VILLAG.TOTL\",\"name\":\"Number
of Villages Total (Per 2001 Census)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Number of Villages Total
(Per 2001 Census)\",\"sourceOrganization\":\"Source: Central Electricity Authority,
Ministry of Power, India.\\u000aTABLE 16.14: NUMBER OF TOWNS AND VILLAGES
ELECTRIFIED IN INDIA \\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-16-ENERGY\\/Table
16.14.xls\\u000a\",\"topics\":[]},{\"id\":\"IN.FIN.COMMBANK.NUM\",\"name\":\"Commercial
Bank Offices (Total)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Number of commercial banks\",\"sourceOrganization\":\"http:\\/\\/www.rbi.org.in\\/scripts\\/PublicationsView.aspx?id=12662\",\"topics\":[]},{\"id\":\"IN.FIN.FININCL.INDX\",\"name\":\"Financial
Inclusion Index (CRISIL Method)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"CRISIL Inclusix is a relative
index that incorporates various forms of basic financial services into one
single metric. CRISIL Inclusix is India\u2019s 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 \u2014 branch penetration (BP), deposit penetration (DP),
and credit penetration (CP) \u2014 together into one single metric. For each
of these parameters, CRISIL evaluates financial inclusion at the national\\/
regional\\/ state\\/ district level vis-\xE0-vis a defined ideal. A CRISIL
Inclusix score of 100 indicates the ideal state for each of the national\\/
regional\\/ state\\/ district level vis-\xE0-vis a defined ideal. A CRISIL
Inclusix score of 100 indicates the ideal state for each of the three parameters.\",\"sourceOrganization\":\"http:\\/\\/www.crisil.com\\/about-crisil\\/crisil-inclusix.html\\u000a\",\"topics\":[]},{\"id\":\"IN.FIN.HH.BNKG.SRVC.RURL\",\"name\":\"Total
number of households availing banking services - Rural\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total number of households
availing banking services - Rural (Source: Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.HH.BNKG.SRVC.TOTL\",\"name\":\"Total
number of households availing banking services\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total number of households
availing banking services ( Source: Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.HH.BNKG.SRVC.URBN\",\"name\":\"Total
number of households availing banking services - Urban\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total number of households
availing banking services - Urban ( Source: Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.HH.RURL\",\"name\":\"Total
number of households -Rural\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total number of households
-Rural (Source: Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.HH.TOTL\",\"name\":\"Total
number of households\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Total number of households (Source:
Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.HH.URBN\",\"name\":\"Total
number of households - Urban\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total number of households
- Urban (Source: Census 2011)\",\"sourceOrganization\":\"http:\\/\\/data.gov.in\\/catalog\\/households-availing-banking-services-and-number-households-having-each-specified-assets\",\"topics\":[]},{\"id\":\"IN.FIN.POP.PERBANK\",\"name\":\"Average
Population Per Bank Office (In Thousands)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Average Population Per
Bank Office (In Thousands)\",\"sourceOrganization\":\"http:\\/\\/www.rbi.org.in\\/scripts\\/PublicationsView.aspx?id=12662\",\"topics\":[]},{\"id\":\"IN.HLTH.AUXNURSE.NUM\",\"name\":\"Auxiliary
nursing midwives\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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)\",\"sourceOrganization\":\"Indian
Nursing Council, Pharmacy Council of India.\\u000aDirectorate General of Health
Services(C.B.H.I.)\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.9.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.CHC.NUM\",\"name\":\"Number
of Community Health Centers (CHCs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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)\",\"sourceOrganization\":\"Ministry
of Health and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.6.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.DISTHOSPTL.NUM\",\"name\":\"Number
of District Hospitals\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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)\",\"sourceOrganization\":\"Ministry
of Health and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.6.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.DOCS.PER100K\",\"name\":\"Number
of Government Allopathic Doctors Per 100,000 Population\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Health infrastructure
indicator -- Number of Allopathic Doctors in Government Hospitals per 100,000
population\",\"sourceOrganization\":\"Ministry of Health and Family Welfare,
India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.1.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.GOVHOSPTL.BEDS.NUM\",\"name\":\"Government
Hospitals Number of beds\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Health infrastructure indicator --
Number of beds in Government Hospitals\",\"sourceOrganization\":\"Ministry
of Health and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.1.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.GOVHOSPTL.BEDS.PER100K\",\"name\":\"Government
Hospitals Number of beds Per 100,000 Population\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Health infrastructure
indicator -- Number of beds in Government Hospitals (public) per 100,000
population\",\"sourceOrganization\":\"Ministry of Health and Family Welfare,
India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.1.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.GOVHOSPTL.NUM\",\"name\":\"Government
Hospitals (Number)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Health infrastructure indicator --
Number of Government Hospitals \",\"sourceOrganization\":\"Ministry of Health
and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.1.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.GOVHOSPTL.PER100K\",\"name\":\"Government
Hospitals (Number) Per 100,000 Population\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Health infrastructure
indicator - Number of government hospitals (public) per 100,000 population\",\"sourceOrganization\":\"Ministry
of Health and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.1.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.HIVDEATH.EST\",\"name\":\"HIV\\/AIDS
Related Death Estimates\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"State\\/UT-wise HIV\\/AIDS Related
Death Estimates with Uncertainty Bounds\",\"sourceOrganization\":\"Source:
DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS
Control, India\\u000ahttp:\\/\\/data.gov.in\\/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name\\/hiv-estimates-14175\\/ministry_department\\/ministry-health-and-fa\",\"topics\":[]},{\"id\":\"IN.HLTH.HIVINFECTION.EST\",\"name\":\"HIV
Infection Estimates\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"State\\/UT-wise Annual New HIV Infection
among Adults (15+ Years) With Uncertainty Bounds\",\"sourceOrganization\":\"Source:
DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS
Control, India\\u000ahttp:\\/\\/data.gov.in\\/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name\\/hiv-estimates-14175\\/ministry_department\\/ministry-health-and-fa\",\"topics\":[]},{\"id\":\"IN.HLTH.HLTHSTAFF.NUM\",\"name\":\"Health
visitors & Health supervisors\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.
\\u000aSource: http:\\/\\/www.iimahd.ernet.in\\/publications\\/data\\/2010-02-04Sharma.pdf\",\"sourceOrganization\":\"Indian
Nursing Council, Pharmacy Council of India.\\u000aDirectorate General of Health
Services(C.B.H.I.)\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.9.xlsx\",\"topics\":[]},{\"id\":\"IN.HLTH.MALARIA.CASES\",\"name\":\"Malaria
- Cases\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"Reported cases of Malaria infection\",\"sourceOrganization\":\"
Source: Central Bureau of Health Intelligence, Ministry of Health & Family
Welfare, India \\u000aTABLE 30.15: NUMBER OF CASES AND DEATHS DUE TO DISEASES\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/Table 30.15.xls\",\"topics\":[]},{\"id\":\"IN.HLTH.MALARIA.DEATH\",\"name\":\"Malaria
- Deaths\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"Reported cases of Death due to Malaria\",\"sourceOrganization\":\"
Source: Central Bureau of Health Intelligence, Ministry of Health & Family
Welfare, India \\u000aTABLE 30.15: NUMBER OF CASES AND DEATHS DUE TO DISEASES\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/Table 30.15.xls\",\"topics\":[]},{\"id\":\"IN.HLTH.SUBCTR.NUM\",\"name\":\"Number
of Sub-Centers (SCs)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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)\",\"sourceOrganization\":\"Ministry
of Health and Family Welfare, India.\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/Upload\\/SYB2014\\/CH-30-HEALTH
AND FAMILY WELFARE\\/TABLE 30.6.xlsx\",\"topics\":[]},{\"id\":\"IN.LABR.LABR.MYS\",\"name\":\"Labor
Force ages 15+ Rural & Urban: Mean Years of Schooling\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL\",\"name\":\"LFPR per 1000
for ages 15+ Rural & Urban: Level All Levels\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.DIPL\",\"name\":\"LFPR per
1000 for ages 15+ Rural & Urban: Level Diploma\\/Cert\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.HSCNDRY\",\"name\":\"LFPR
per 1000 for ages 15+ Rural & Urban: Level Hr. Secondary\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.MIDDL\",\"name\":\"LFPR
per 1000 for ages 15+ Rural & Urban: Level Middle\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.NOTLITRT\",\"name\":\"LFPR
per 1000 for ages 15+ Rural & Urban: Level Not Literate\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.PG\",\"name\":\"LFPR per
1000 for ages 15+ Rural & Urban: Level Degree + Post Graduate\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.PRIMRY\",\"name\":\"LFPR
per 1000 for ages 15+ Rural & Urban: Level Literacy upto Primary\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.LABR.LFPR.TOTL.SCNDRY\",\"name\":\"LFPR
per 1000 for ages 15+ Rural & Urban: Level Secondary\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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. \\u000aThe estimates of LFPR
in different approaches provide information on the following aspects:\\u000ai)
number of persons in labour-force - i.e., employed or unemployed-- according
to\\u000ausual principal status (PS) and according to the principal and subsidiary
status (SS) taken together (PS+SS),\\u000aPeople 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.\\u000a\",\"sourceOrganization\":\"Source:
NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007-
June 2008, statement no:10.1, Chapter 3\\u000aDatabook for DCH; 18th December
2013\",\"topics\":[]},{\"id\":\"IN.POV.HCR.EST.RURL\",\"name\":\"Poverty HCR
Estimates (%) - Rural\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Sources:\\u000a1.
\ 1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning
Commission, Govt. of India, Jan 2011\\u000a2. 2009-10 Estimates: Press Note
on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\\u000a3.
\ 2011-12 Estimate\",\"topics\":[]},{\"id\":\"IN.POV.HCR.EST.TOTL\",\"name\":\"Poverty
HCR Estimates (%) - Total\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Sources:\\u000a1. 1993-94 and 2004-05
Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of
India, Jan 2011\\u000a2. 2009-10 Estimates: Press Note on Poverty Estimates,
2009-10, Planning Commission, Govt. of India March 2012\\u000a3. 2011-12
Estimate\",\"topics\":[]},{\"id\":\"IN.POV.HCR.EST.URBN\",\"name\":\"Poverty
HCR Estimates (%) - Urban\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Sources:\\u000a1. 1993-94 and 2004-05
Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of
India, Jan 2011\\u000a2. 2009-10 Estimates: Press Note on Poverty Estimates,
2009-10, Planning Commission, Govt. of India March 2012\\u000a3. 2011-12
Estimate\",\"topics\":[]},{\"id\":\"IN.POV.HH.DRKNGWATER\",\"name\":\"Total
households with drinking water facility\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Total households (HH)
w\\/ drinking water facility (Excl. institutional HH)\",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government
of India\",\"topics\":[]},{\"id\":\"IN.POV.HH.DRKNGWATER.AWAY\",\"name\":\"Availability
of drinking water from a source away\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Distribution of households
by availability of drinking water sources - away from premises\",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government
of India\",\"topics\":[]},{\"id\":\"IN.POV.HH.DRKNGWATER.NEAR\",\"name\":\"Availability
of drinking water source near the premises\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Distribution of households
by availability of drinking water sources - near the premises\",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government
of India\",\"topics\":[]},{\"id\":\"IN.POV.HH.DRKNGWATER.WITHIN\",\"name\":\"Availability
of drinking water source within the premises\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Distribution of households
by availability of drinking water sources - within the premises\",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government
of India\",\"topics\":[]},{\"id\":\"IN.POV.INF.MORTRATE\",\"name\":\"Infant
Mortality Rate (per 1,000)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source:
SRS Bulletin, Registrar General, India, January 2011\",\"topics\":[]},{\"id\":\"IN.POV.INF.MORTRATE.UNDR5\",\"name\":\"Under
5 Mortality Rate (Per 1,000)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Source: SRS Bulletin,
Registrar General, India, January 2011\",\"topics\":[]},{\"id\":\"IN.POV.LIT.RAT.FEMALE\",\"name\":\"Literacy
Rate Female (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Source: Census, Registrar General of
India, Ministry of Home Affairs, India\",\"topics\":[]},{\"id\":\"IN.POV.LIT.RAT.MALE\",\"name\":\"Literacy
Rate Male (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"Source: Census, Registrar General of
India, Ministry of Home Affairs, India\",\"topics\":[]},{\"id\":\"IN.POV.LIT.RAT.TOTL\",\"name\":\"Literacy
Rate (%)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"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.
\",\"sourceOrganization\":\"Source: Census, Registrar General of India, Ministry
of Home Affairs, India\",\"topics\":[]},{\"id\":\"IN.POV.LTRIN.POV.AWAY\",\"name\":\"Latrine
not available within premises\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Distribution of households
by type of latrine facility - not available within premises \",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI\",\"topics\":[]},{\"id\":\"IN.POV.LTRIN.POV.WITHIN\",\"name\":\"Latrine
facility available within premises\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Distribution of households
by type of latrine facility - available within premises\",\"sourceOrganization\":\"Source:
Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.NATLHWY.BELOWSTD\",\"name\":\"National
Highways (surfaced length) - Below standard single lane (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"National Highways: Arterial
roads of the country for inter-state and strategic defense movements. \\u000aSurfaced
Road: : A road with a hard smooth surface of bitumen or tar.\",\"sourceOrganization\":\"
Source: Transport Research Wing, Ministry of Road Transport and Highways\\u000aTable21.5-LENGTH
OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-21-ROADS\\/Table
21.5.xls\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.NATLHWY.DBLLANE\",\"name\":\"National
Highways (surfaced length) - Standard double lane (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"National Highways: Arterial
roads of the country for inter-state and strategic defense movements. \\u000aSurfaced
Road: : A road with a hard smooth surface of bitumen or tar.\",\"sourceOrganization\":\"
Source: Transport Research Wing, Ministry of Road Transport and Highways\\u000aTable21.5-LENGTH
OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-21-ROADS\\/Table
21.5.xls\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.NATLHWY.MULTLANE\",\"name\":\"National
Highways (surfaced length) - Standard multi lane (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"National Highways: Arterial
roads of the country for inter-state and strategic defense movements. \\u000aSurfaced
Road: : A road with a hard smooth surface of bitumen or tar.\",\"sourceOrganization\":\"
Source: Transport Research Wing, Ministry of Road Transport and Highways\\u000aTable21.5-LENGTH
OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-21-ROADS\\/Table
21.5.xls\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.NATLHWY.ONELANESTD\",\"name\":\"National
Highways (surfaced length) - Standard single lane (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"National Highways: Arterial
roads of the country for inter-state and strategic defense movements. \\u000aSurfaced
Road: : A road with a hard smooth surface of bitumen or tar.\",\"sourceOrganization\":\"
Source: Transport Research Wing, Ministry of Road Transport and Highways\\u000aTable21.5-LENGTH
OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-21-ROADS\\/Table
21.5.xls\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.NATLHWY.TOTL\",\"name\":\"National
Highways (surfaced length) - Total (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"National Highways: Arterial
roads of the country for inter-state and strategic defense movements. \\u000aSurfaced
Road: : A road with a hard smooth surface of bitumen or tar.\",\"sourceOrganization\":\"
Source: Transport Research Wing, Ministry of Road Transport and Highways\\u000aTable21.5-LENGTH
OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\u000aHttp:\\/\\/mospi.nic.in\\/mospi_new\\/upload\\/SYB2014\\/CH-21-ROADS\\/Table
21.5.xls\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.RD.URBN\",\"name\":\"Urban
Roads (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership Strategy
for India \"},\"sourceNote\":\"Length of Urban Roads (in KMs)\",\"sourceOrganization\":\"Source:
Transport and Research Wing, Ministry of Road Transport and Highways, India\\u000aRoad
Transport : Table 1B.3 : Statewise Rural Road Density Per 1000 Population\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/Infra_stat_2010\\/1.ch_road.pdf\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.RD.URBN.SURFACED\",\"name\":\"Urban
Roads Surfaced (KMs)\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Length of Surfaced Urban Roads (in
KMs)\",\"sourceOrganization\":\"Source: Transport and Research Wing, Ministry
of Road Transport and Highways, India\\u000aRoad Transport : Table 1B.5 :
Statewise Rural Road Density Per 1000 Population\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/Infra_stat_2010\\/1.ch_road.pdf\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.RDCRASH.INJURD.NUM\",\"name\":\"Number
of seriously injured in road traffic crashes\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"Number of seriously injured
in road traffic crashes\",\"sourceOrganization\":\"Source: Ministry of Road
Transport and Highways (2011)\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.RDCRASH.NUM\",\"name\":\"Number
of road crashes\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Number of road crashes\",\"sourceOrganization\":\"Source:
Ministry of Road Transport and Highways (2011)\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.RURLRD.DENSIT\",\"name\":\"Rural
Road Density (KMs\\/1000 Population)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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)\\u000aRural roads are roads within
a district for which the specifications are lower than for district roads.
\",\"sourceOrganization\":\"Source: Transport and Research Wing, Ministry
of Road Transport and Highways, India\\u000aRoad Transport : Table 1A.10 :
Statewise Rural Road Density Per 1000 Population\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/Infra_stat_2010\\/1.ch_road.pdf\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.TRAFDEATH.NUM\",\"name\":\"Number
of road traffic deaths\",\"source\":{\"id\":\"41\",\"value\":\"Country Partnership
Strategy for India \"},\"sourceNote\":\"Number of road traffic deaths\",\"sourceOrganization\":\"Source:
Ministry of Road Transport and Highways (2011)\",\"topics\":[]},{\"id\":\"IN.TRANSPORT.URBNRD.DENSIT\",\"name\":\"Urban
Road Density (KMs Per 1000 Population)\",\"source\":{\"id\":\"41\",\"value\":\"Country
Partnership Strategy for India \"},\"sourceNote\":\"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)\\u000aUrban roads are roads within
a limits of a Municipality, Military Cantonment, Port o a Railway Authority.\",\"sourceOrganization\":\"Source:
Transport and Research Wing, Ministry of Road Transport and Highways, India\\u000aRoad
Transport : Table 1A.8 : Statewise Rural Road Density Per 1000 Population\\u000ahttp:\\/\\/mospi.nic.in\\/Mospi_New\\/upload\\/Infra_stat_2010\\/1.ch_road.pdf\",\"topics\":[]},{\"id\":\"INONFUEL\",\"name\":\"Non-energy
commodities, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Non-energy index, a
Laspeyres Index with fixed weights based on 2002-2004 average developing countries
export values, for 34 commodities contain in the agriculture, fertilizer,
and metals and minerals indices.\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"IOTHERFOOD\",\"name\":\"Agr:
Food: Other food, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Other food index includes
bananas, beef, chicken meat, oranges and sugar.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IOTHERRAWMAT\",\"name\":\"Agr: Raw:2 Oth
raw materials, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Other raw materials
index includes cotton, natural rubber and tobacco.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IP.JRN.ARTC.SC\",\"name\":\"Scientific and
technical journal articles\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"National
Science Foundation, Science and Engineering Indicators.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"IP.PAT.NRES\",\"name\":\"Patent applications,
nonresidents\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Intellectual Property Organization
(WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International
Bureau of WIPO assumes no responsibility with respect to the transformation
of these data.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science & Technology
\"}]},{\"id\":\"IP.PAT.RESD\",\"name\":\"Patent applications, residents\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics
on Worldwide Patent Activity. The International Bureau of WIPO assumes no
responsibility with respect to the transformation of these data.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"IP.TMK.NRES\",\"name\":\"Trademark applications,
direct nonresident\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics
on Worldwide Patent Activity. The International Bureau of WIPO assumes no
responsibility with respect to the transformation of these data.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"IP.TMK.RESD\",\"name\":\"Trademark applications,
direct resident\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics
on Worldwide Patent Activity. The International Bureau of WIPO assumes no
responsibility with respect to the transformation of these data.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"IP.TMK.TOTL\",\"name\":\"Trademark applications,
total\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Intellectual Property Organization (WIPO), World Intellectual Property Indicators
and www.wipo.int\\/econ_stat. The International Bureau of WIPO assumes no
responsibility with respect to the transformation of these data.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"IPTOTNSKD\",\"name\":\"Industrial Production,
constant US$\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic Monitor\"},\"sourceNote\":\"An
economic indicator that measures changes in output for the industrial sector
of the economy. The industrial sector includes manufacturing, mining, and
utilities. Data is in constant US$, and not seasonally adjusted. The base
year is 2005.\",\"sourceOrganization\":\"World Bank staff calculations based
on Datastream data.\",\"topics\":[]},{\"id\":\"IPTOTSAKD\",\"name\":\"Industrial
Production, constant US$, seas. adj.\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"An economic indicator that measures changes
in output for the industrial sector of the economy. The industrial sector
includes manufacturing, mining, and utilities. Data is in constant US$, seasonally
adjusted. The base year is 2005.\",\"sourceOrganization\":\"World Bank staff
calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"IQ.BTI.STTS.XQ\",\"name\":\"State
institutions with adequately established\\/differentiated power structure
index (1=lowest; 10=highest)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"State institutions with adequately established\\/differentiated
power structure index (1=lowest; 10=highest) is a composite indicator (Bertelsmann
Transformation Index) that combines stateness and rule of law categories--about
8 indicators are aggregated. Stateness focuses on the existence of adequately
established and differentiated power structures in the country, while rule
of law focuses on the existence of check and balance mechanisms that can monitor
each other and ensure enforcement of civil rights.\",\"sourceOrganization\":\"World
Bank staff estimates from Bertelsmann Transformation Index.\",\"topics\":[]},{\"id\":\"IQ.CPA.BREG.XQ\",\"name\":\"CPIA
business regulatory environment rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank Group, CPIA database
(http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.DEBT.XQ\",\"name\":\"CPIA debt policy rating
(1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Debt policy assesses whether the debt management
strategy is conducive to minimizing budgetary risks and ensuring long-term
debt sustainability.\",\"sourceOrganization\":\"World Bank Group, CPIA database
(http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.ECON.XQ\",\"name\":\"CPIA economic management
cluster average (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The economic management cluster
includes macroeconomic management, fiscal policy, and debt policy.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.ENVR.XQ\",\"name\":\"CPIA policy and institutions
for environmental sustainability rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.FINQ.XQ\",\"name\":\"CPIA quality of budgetary
and financial management rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank Group,
CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.FINS.XQ\",\"name\":\"CPIA financial sector rating
(1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Financial sector assesses the structure of
the financial sector and the policies and regulations that affect it.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.FISP.XQ\",\"name\":\"CPIA fiscal policy rating
(1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.GNDR.XQ\",\"name\":\"CPIA gender equality rating
(1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank Group, CPIA
database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.HRES.XQ\",\"name\":\"CPIA building human resources
rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.IRAI.XQ\",\"name\":\"IDA resource allocation
index (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"World Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.MACR.XQ\",\"name\":\"CPIA macroeconomic management
rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Macroeconomic management assesses the monetary,
exchange rate, and aggregate demand policy framework.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.PADM.XQ\",\"name\":\"CPIA quality of public
administration rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.PRES.XQ\",\"name\":\"CPIA equity of public resource
use rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.PROP.XQ\",\"name\":\"CPIA property rights and
rule-based governance rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.PROT.XQ\",\"name\":\"CPIA social protection
rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.PUBS.XQ\",\"name\":\"CPIA public sector management
and institutions cluster average (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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\\u000athe public sector.\",\"sourceOrganization\":\"World Bank Group, CPIA
database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IQ.CPA.REVN.XQ\",\"name\":\"CPIA
efficiency of revenue mobilization rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.SOCI.XQ\",\"name\":\"CPIA policies for social
inclusion\\/equity cluster average (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Bank Group,
CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.STRC.XQ\",\"name\":\"CPIA structural policies
cluster average (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The structural policies cluster
includes trade, financial sector, and business regulatory environment.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.TRAD.XQ\",\"name\":\"CPIA trade rating (1=low
to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Trade
assesses how the policy framework fosters trade in goods.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.CPA.TRAN.XQ\",\"name\":\"CPIA transparency, accountability,
and corruption in the public sector rating (1=low to 6=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank Group, CPIA database (http:\\/\\/www.worldbank.org\\/ida).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.FRH.GEFF.XQ\",\"name\":\"Effective and accountable
government index (0=lowest; 7=highest)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"Effective and accountable government index (0=lowest;
7=highest) is a Freedom House indicator that attempts to capture how resources
are managed using the following questions: (1) Are the executive, legislative,
and judicial branches of government able to oversee the actions of one another
and hold each other accountable for any excessive exercise of power? (2) Does
the state system ensure that people's political choices are free from domination
by the specific interests of power groups (e.g., the military, foreign powers,
totalitarian parties, regional hierarchies, and\\/or economic oligarchies)?
(3) Is the civil service selected, promoted, and dismissed on the basis of
open competition and by merit? (4) Is the state engaged in issues reflecting
the interests of women; ethnic, religious, and other distinct groups; and
disabled people?\",\"sourceOrganization\":\"World Bank staff estimates from
Freedom House data.\",\"topics\":[]},{\"id\":\"IQ.GII.INFO.XQ\",\"name\":\"Public
access to information index (0=lowest; 100=highest)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"Public access to information index (0=lowest;
100=highest) is a Global Integrity indicator that captures the in law and
in practice status of access to information in a country.\",\"sourceOrganization\":\"World
Bank staff estimates from Global Integrity Index.\",\"topics\":[]},{\"id\":\"IQ.SCI.MTHD\",\"name\":\"Methodology
assessment of statistical capacity (scale 0 - 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The Methodology score measures
a country's ability fo adhere to internationally recommended standards and
methods.\",\"sourceOrganization\":\"World Bank\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"IQ.SCI.OVRL\",\"name\":\"Overall level of statistical
capacity (scale 0 - 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The Statistical Capacity Indicator provides
an overview of the capacity of a country's national statistical system based
on a diagnostic framework thereby assessing three dimensions: Methodology,
Source Data, and Periodicity and Timeliness.\",\"sourceOrganization\":\"World
Bank\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IQ.SCI.PRDC\",\"name\":\"Periodicity
and timeliness assessment of statistical capacity (scale 0 - 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The Periodicity score measures
the availability and periodicity of key socioeconomic indicators.\",\"sourceOrganization\":\"World
Bank\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IQ.SCI.SRCE\",\"name\":\"Source
data assessment of statistical capacity (scale 0 - 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The Source Data score measures
whether a country conducts data collection activities in line with internationally
recommended periodicity, and whether data from administrative systems are
available and reliable for statistical estimation purposes. \",\"sourceOrganization\":\"World
Bank\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"IQ.WEF.CUST.XQ\",\"name\":\"Burden
of customs procedure, WEF (1=extremely inefficient to 7=extremely efficient)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World Economic
Forum, Global Competiveness Report and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"IQ.WEF.PORT.XQ\",\"name\":\"Quality of port infrastructure,
WEF (1=extremely underdeveloped to 7=well developed and efficient by international
standards)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"World Economic Forum,
Global Competiveness Report.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IR10Y\",\"name\":\"Interest Rates (10YR)\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"A country's bond yield with a 10 year
maturity\",\"sourceOrganization\":\"World Bank staff calculations based on
Datastream data.\",\"topics\":[]},{\"id\":\"IRAW_MATERIAL\",\"name\":\"Agr:
Raw materials, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Agricultural raw materials
index includes timber and other raw materials.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"IRON_ORE\",\"name\":\"Iron ore, cents\\/dmtu,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Iron ore (Brazil), VALE (formerly CVRD) Carajas
sinter feed, contract price, f.o.b. Ponta da Madeira. Unit dry metric ton
unit (dmtu) stands for mt 1% Fe-unit. Prior to year 2010 annual contract
prices.\",\"sourceOrganization\":\"Vale; CVRD; UNCTAD; World Bank.\",\"topics\":[]},{\"id\":\"IRON_ORE_SPOT\",\"name\":\"Iron
ore, $\\/dmt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"IRSPREAD\",\"name\":\"Sovereign
Bond Interest Rate Spreads, basis points over US Treasuries\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank
staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"IS.AIR.DPRT\",\"name\":\"Air
transport, registered carrier departures worldwide\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Registered carrier departures worldwide
are domestic takeoffs and takeoffs abroad of air carriers registered in the
country.\",\"sourceOrganization\":\"International Civil Aviation Organization,
Civil Aviation Statistics of the World and ICAO staff estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IS.AIR.GOOD.MT.K1\",\"name\":\"Air transport, freight (million
ton-km)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO
staff estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IS.AIR.PSGR\",\"name\":\"Air
transport, passengers carried\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Air passengers carried include
both domestic and international aircraft passengers of air carriers registered
in the country.\",\"sourceOrganization\":\"International Civil Aviation Organization,
Civil Aviation Statistics of the World and ICAO staff estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IS.ROD.ALLS.ZS\",\"name\":\"Access to an all-season road (%
of rural population)\",\"source\":{\"id\":\"18\",\"value\":\"International
Development Association - Results Measurement System\"},\"sourceNote\":\"Access
to an all-season road is measured as the proportion of rural people who live
within 2 kilometers (typically equivalent to a 20-minute walk) of an all-season
road. An all-season road is a road that is motorable all year by the prevailing
means of rural transport (often a pick-up or a truck which does not have four-wheel-drive).
Predictable interruptions of short duration during inclement weather (e.g.
heavy rainfall) are acceptable, particularly on low volume roads. The preferred
approach to measuring this indicator is by analysis of household surveys that
include appropriate questions about access to transport.\",\"sourceOrganization\":\"Compiled
by World Bank staff from household surveys, specifically Living Standard Measurement
Surveys (LSMS), Income\\/Expenditure Household Surveys (IES), Poverty Surveys
(PS) and Core Welfare Indicators Questionnaires (CWIQ) carried out between
1994 to 2003.\",\"topics\":[]},{\"id\":\"IS.RRS.GOOD.MT.K6\",\"name\":\"Railways,
goods transported (million ton-km)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Goods transported by railway are
the volume of goods transported by railway, measured in metric tons times
kilometers traveled.\",\"sourceOrganization\":\"World Bank, Transportation,
Water, and Information and Communications Technologies Department, Transport
Division.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IS.RRS.PASG.KM\",\"name\":\"Railways,
passengers carried (million passenger-km)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Passengers carried by railway are
the number of passengers transported by rail times kilometers traveled.\",\"sourceOrganization\":\"World
Bank, Transportation, Water, and Information and Communications Technologies
Department, Transport Division.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IS.RRS.TOTL.KM\",\"name\":\"Rail lines (total route-km)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rail lines are the length of railway
route available for train service, irrespective of the number of parallel
tracks.\",\"sourceOrganization\":\"World Bank, Transportation, Water, and
Information and Communications Technologies Department, Transport Division.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IS.SHP.GCNW.XQ\",\"name\":\"Liner shipping connectivity index
(maximum value in 2004 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Conference on Trade and
Development, Review of Maritime Transport 2010.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IS.SHP.GOOD.TU\",\"name\":\"Container port traffic (TEU: 20
foot equivalent units)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Containerisation
International, Containerisation International Yearbook.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.CEL.SETS\",\"name\":\"Mobile cellular subscriptions\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.CEL.SETS.P2\",\"name\":\"Mobile cellular subscriptions
(per 100 people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Telecommunication Union,
World Telecommunication\\/ICT Development Report and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.CEL.SETS.P3\",\"name\":\"Mobile phone subscribers (per
1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.3MIN.CD.OP\",\"name\":\"Mobile
cellular - price of 3-minute local call (off-peak rate - current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. The price of a three minute off-peak
rate call from a mobile cellular telephone to a mobile cellular subscriber
of the same network. A note indicates whether taxes are included (preferred)
or not, or if the price refers to a pre-paid or post-paid subscription. This
indicator is expressed in US dollars. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.3MIN.CD.PK\",\"name\":\"Mobile
cellular - price of 3-minute local call (peak rate - current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.3MIN.CN.OP\",\"name\":\"Mobile
cellular - price of 3-minute local call (off-peak rate - current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.3MIN.CN.PK\",\"name\":\"Mobile
cellular - price of 3-minute local call (peak rate - current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.MSUB.CD\",\"name\":\"Mobile
cellular monthly subscription (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. The monthly subscription charge
for mobile cellular service. Due to the variety of plans available in many
countries, it is preferable to use the tariff with the cheapest initiation\\/connection
charge. If prepaid services are used (for those countries that have more prepaid
than post-paid subscribers), the monthly subscription charge would be zero.
If the plan includes free minutes, this should be put in a note. A note should
indicate whether taxes are included (preferred) or not and what the rate is.
\ This indicator is expressed in US dollars. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.MSUB.CN\",\"name\":\"Mobile
cellular monthly subscription (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. The monthly subscription charge
for mobile cellular service. Due to the variety of plans available in many
countries, it is preferable to use the tariff with the cheapest initiation\\/connection
charge. If prepaid services are used (for those countries that have more prepaid
than post-paid subscribers), the monthly subscription charge would be zero.
If the plan includes free minutes, this should be put in a note. A note should
indicate whether taxes are included (preferred) or not and what the rate is.
This indicator is expressed in local currency. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.PO.CONN.CD\",\"name\":\"Mobile
cellular postpaid connection charge (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.PO.CONN.CN\",\"name\":\"Mobile
cellular postpaid connection charge (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.PR.CONN.CD\",\"name\":\"Mobile
cellular prepaid connection charge (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CELL.PR.CONN.CN\",\"name\":\"Mobile
cellular prepaid connection charge (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.CMP.PCMP.P2\",\"name\":\"Personal
computers (per 100 people)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Personal computers are self-contained computers
designed to be used by a single individual.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database, and World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.MLT.3MIN.CD.OP\",\"name\":\"Price of a 3-minute fixed telephone
local call (off-peak rate - current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.3MIN.CD.PK\",\"name\":\"Price
of a 3-minute fixed telephone local call (peak rate - current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. Local call refers to the cost of
peak rate 3-minute call within the same exchange area using the subscriber's
own terminal (i.e., not from a public telephone). This indicator is expressed
in US dollars. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.3MIN.CD.US\",\"name\":\"Telephone
average cost of call to US (US$ per three minutes)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database, and
World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.3MIN.CN.OP\",\"name\":\"Price
of a 3-minute fixed telephone local call (off-peak rate - current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.3MIN.CN.PK\",\"name\":\"Price
of a 3-minute fixed telephone local call (peak rate - current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.BCONN.CD\",\"name\":\"Business
telephone connection charge (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. Installation (or connection) refers
to the one-off charge involved in applying for business basic telephone service.
Where there are different charges for different exchange areas, the charge
for the largest urban area should be used and specified in a note. This indicator
is expressed in US dollars. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.BCONN.CN\",\"name\":\"Business
telephone connection charge (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. Installation (or connection) refers
to the one-off charge involved in applying for business basic telephone service.
Where there are different charges for different exchange areas, the charge
for the largest urban area should be used and specified in a note. This indicator
is expressed in local currency. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.BSUB.CD\",\"name\":\"Business
telephone monthly subscription (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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$. The charge should
cover the rental of the line but not the rental of the terminal (e.g., telephone
set) where the terminal equipment market is liberalized. Separate charges
should be stated where appropriate, for first and subsequent lines. If the
rental charge includes any allowance for free or reduced rate call units,
this should be indicated. If there are different charges for different exchange
areas, the largest urban area should be used and specified in a note. This
indicator is expressed in US dollars. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.BSUB.CN\",\"name\":\"Business
telephone monthly subscription (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. Monthly subscription refers to the
recurring fixed charge for subscribing to the PSTN. The charge should cover
the rental of the line but not the rental of the terminal (e.g., telephone
set) where the terminal equipment market is liberalized. Separate charges
should be stated where appropriate, for first and subsequent lines. If the
rental charge includes any allowance for free or reduced rate call units,
this should be indicated. If there are different charges for different exchange
areas, the largest urban area should be used and specified in a note. This
indicator is expressed in local currency. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.CONN.CD\",\"name\":\"Residential
telephone connection charge (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.CONN.CN\",\"name\":\"Residential
telephone connection charge (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.FALT.CL\",\"name\":\"Telephone
faults cleared by next working day (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.FALT.M2\",\"name\":\"Telephone
faults (per 100 mainlines)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Telephone mainline faults is the
number of reported telephone faults for the year per 100 telephone mainlines.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database, and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.INVS.CD\",\"name\":\"Fixed
telephone service investment (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.INVS.CN\",\"name\":\"Fixed
telephone service investment (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.MAIN\",\"name\":\"Fixed
telephone subscriptions\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database, and World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.MLT.MAIN.P2\",\"name\":\"Fixed telephone subscriptions
(per 100 people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.MLT.MAIN.P3\",\"name\":\"Telephone
mainlines (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.REVN.CD\",\"name\":\"Revenue
from fixed telephone service (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"\\\"International Telecommunication Union, World
Telecommunication Development Report and database, and World Bank estimates.\\u000d\\\"\",\"topics\":[]},{\"id\":\"IT.MLT.REVN.CN\",\"name\":\"Revenue
from fixed telephone service (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"\\\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\\u000d\\\"\",\"topics\":[]},{\"id\":\"IT.MLT.RSUB.CD\",\"name\":\"Residential
monthly telephone subscription (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MLT.RSUB.CN\",\"name\":\"Residential
monthly telephone subscription (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MOB.COV.ZS\",\"name\":\"Population
coverage of mobile cellular telephony (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\u2019s
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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MOB.INVS.CD\",\"name\":\"Mobile
communication investment (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MOB.INVS.CN\",\"name\":\"Mobile
communication investment (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.MOB.REVN.CD\",\"name\":\"Revenue
from mobile communication (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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 \",\"sourceOrganization\":\"\\\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\\u000d\\\"\",\"topics\":[]},{\"id\":\"IT.MOB.REVN.CN\",\"name\":\"Revenue
from mobile communication (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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\",\"sourceOrganization\":\"\\\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\\u000d\\\"\",\"topics\":[]},{\"id\":\"IT.NET.BBND\",\"name\":\"Fixed
broadband subscriptions\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.NET.BBND.P2\",\"name\":\"Fixed
broadband subscriptions (per 100 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.NET.BBND.P3\",\"name\":\"Broadband
subscribers (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.BNDW\",\"name\":\"International
Internet bandwidth (Mbps)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"International Internet bandwidth is the contracted
capacity of international connections between countries for transmitting Internet
traffic.\",\"sourceOrganization\":\"International Telecommunication Union,
World Telecommunication\\/ICT Development Report and database, and TeleGeography.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.NET.BNDW.PC\",\"name\":\"International Internet bandwidth
(bits per person)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"International Telecommunication Union, World
Telecommunication\\/ICT Development Report and database.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.NET.CONN.CD\",\"name\":\"Fixed
broadband Internet connection charge (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"International Telecommunication Union, World
Telecommunication Development Report and database, and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.CONN.CN\",\"name\":\"Fixed
broadband Internet connection charge (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.
\ \",\"sourceOrganization\":\"International Telecommunication Union, World
Telecommunication Development Report and database, and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.SECR\",\"name\":\"Secure
Internet servers\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Secure servers are servers using encryption
technology in Internet transactions.\",\"sourceOrganization\":\"Netcraft (http:\\/\\/www.netcraft.com\\/).\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.NET.SECR.P6\",\"name\":\"Secure Internet servers (per 1
million people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Secure
servers are servers using encryption technology in Internet transactions.\",\"sourceOrganization\":\"Netcraft
(http:\\/\\/www.netcraft.com\\/) and World Bank population estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.NET.SUB.CD\",\"name\":\"Fixed broadband Internet monthly
subscription (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.SUB.CN\",\"name\":\"Fixed
broadband Internet monthly subscription (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.USER\",\"name\":\"Internet
users\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Internet
users are people with access to the worldwide network.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[]},{\"id\":\"IT.NET.USER.P2\",\"name\":\"Internet
users (per 100 people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Internet users are individuals who have used
the Internet (from any location) in the last 12 months. Internet can be used
via a computer, mobile phone, personal digital assistant, games machine, digital
TV etc.\",\"sourceOrganization\":\"International Telecommunication Union,
World Telecommunication\\/ICT Development Report and database, and World Bank
estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.NET.USER.P3\",\"name\":\"Internet
users (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Please cite the International Telecommunication
Union for third-party use of these data. Internet users are people with access
to the worldwide network.\",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.NET.USER.ZS\",\"name\":\"Individuals
using the Internet (% of population)\",\"source\":{\"id\":\"46\",\"value\":\"Sustainable
Development Goals \"},\"sourceNote\":\"Individuals using the Internet refers
to the percentage of individuals who have used the Internet (from any location)
in the last 12 months. Internet can be used via a computer, mobile phone,
personal digital assistant, games machine, digital TV etc.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[]},{\"id\":\"IT.PAY.PHONES\",\"name\":\"Public
payphones\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.PAY.PHONES.P3\",\"name\":\"Public
payphones (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.PC.HOUS.ZS\",\"name\":\"Homes
with a personal computer (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.PRT.NEWS.P3\",\"name\":\"Daily
newspapers (per 1,000 people)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Daily newspapers refer to those
published at least four times a week and calculated as average circulation
(or copies printed) per 1,000 people.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.RAD.HOUS.ZS\",\"name\":\"Households
with a radio (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.RAD.SETS\",\"name\":\"Number
of radio sets \",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.RAD.SETS.P3\",\"name\":\"Radio
sets (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.TEL.HOUS.ZS\",\"name\":\"Households
with a telephone (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication Development Report and database, and World
Bank estimates.\",\"topics\":[]},{\"id\":\"IT.TEL.INVS.CD\",\"name\":\"Total
annual investment in telecom (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[]},{\"id\":\"IT.TEL.INVS.CN\",\"name\":\"Telecommunications
investment (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database, and World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.TEL.INVS.RV.ZS\",\"name\":\"Telecommunications investment
(% of revenue)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"International Telecommunication Union, World
Telecommunication\\/ICT Development Report and database.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.TEL.REVN.CD\",\"name\":\"Total
revenue from all telecommunication services (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[]},{\"id\":\"IT.TEL.REVN.CN\",\"name\":\"Telecommunications
revenue (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Telecommunications revenue is the revenue from
the provision of telecommunications services such as fixed-line, mobile, and
data.\",\"sourceOrganization\":\"International Telecommunication Union, World
Telecommunication\\/ICT Development Report and database, and World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.TEL.REVN.GD.ZS\",\"name\":\"Telecommunications revenue
(% GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Telecommunications
revenue is the revenue from the provision of telecommunications services such
as fixed-line, mobile, and data.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database, and World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"IT.TEL.TOTL\",\"name\":\"Mobile and fixed-line telephone subscribers\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.TEL.TOTL.P2\",\"name\":\"Fixed
line and mobile cellular subscriptions (per 100 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication\\/ICT Development Report
and database.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure \"}]},{\"id\":\"IT.TEL.TOTL.P3\",\"name\":\"Telephone
(mainlines and mobile phone) subscribers (per 1,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.TEL.UNMT.ZS\",\"name\":\"Unmet
demand (% of waiting list to number main fixed telephone lines in operation)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"International
Telecommunication Union, World Telecommunication Development Report and database,
and World Bank estimates.\",\"topics\":[]},{\"id\":\"IT.TELC.IM.CD\",\"name\":\"Telecommunication
equipment - import (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"The
\ United Nations. \",\"topics\":[]},{\"id\":\"IT.TELC.XP.CD\",\"name\":\"Telecommunication
equipment - export (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"They are aggregated from the following
Standard International Trade Classification (SITC) subgroupings: (1) 764.1
Electrical apparatus for line telephony or line telegraphy (including such
apparatus for carrier-current line systems). Telephone sets; teleprinters;
telephonic or telegraphic switching apparatus; other apparatus for carrier-current
line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission
apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television,
whether or not incorporating reception apparatus or sound-recording or reproducing
apparatus. Transmission apparatus; transmission apparatus incorporating reception
apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy;
and (4) Parts and accessories suitable for use solely or principally with
the apparatus of sub-group 764.1. Expressed in US dollars. \",\"sourceOrganization\":\"The
United Nations.\",\"topics\":[]},{\"id\":\"IT.TVS.HOUS.ZS\",\"name\":\"Households
with television (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Households with television are the share of
households with a television set. Some countries report only the number of
households with a color television set, and therefore the true number may
be higher than reported.\",\"sourceOrganization\":\"International Telecommunication
Union, World Telecommunication\\/ICT Development Report and database, and
World Bank estimates.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"}]},{\"id\":\"ITIMBER\",\"name\":\"Agr: Raw:1 Timber, 2000=100, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Timber index includes
tropical hard logs and sawnwood.\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KALUMINUM\",\"name\":\"Aluminum,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KBANANA_EU\",\"name\":\"Bananas, EU, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KBANANA_US\",\"name\":\"Bananas,
US, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KBARLEY\",\"name\":\"Barley, $\\/mt, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KBEEF\",\"name\":\"Meat,
beef, cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCHICKEN\",\"name\":\"Meat, chicken, cents\\/kg,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KCOAL_AUS\",\"name\":\"Coal,
Australia, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCOAL_COL\",\"name\":\"Coal, Colombian, $\\/mt,
real 2010$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KCOAL_SAFRICA\",\"name\":\"Coal,
South African, $\\/mt, real 2010$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KCOCOA\",\"name\":\"Cocoa,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCOCONUT_OIL\",\"name\":\"Coconut oil, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KCOFFEE_ARABIC\",\"name\":\"Coffee,
Arabica, cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCOFFEE_ROBUS\",\"name\":\"Coffee, Robusta,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCOPPER\",\"name\":\"Copper, $\\/mt, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KCOPRA\",\"name\":\"Copra,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCOTTON_A_INDX\",\"name\":\"Cotton, A Index,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCRUDE_BRENT\",\"name\":\"Crude oil, Brendt,
$\\/bbl, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCRUDE_DUBAI\",\"name\":\"Crude oil, Dubai,
$\\/bbl, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCRUDE_PETRO\",\"name\":\"Crude oil, avg,
spot, $\\/bbl, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KCRUDE_WTI\",\"name\":\"Crude oil, WTI, $\\/bbl,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KDAP\",\"name\":\"DAP,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KFISH_MEAL\",\"name\":\"Fishmeal, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KGOLD\",\"name\":\"Gold,
$\\/toz, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KGRNUT_OIL\",\"name\":\"Groundnut oil, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KIAGRICULTURE\",\"name\":\"Agriculture,
2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIBEVERAGES\",\"name\":\"Agr: Beverages,
2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIENERGY\",\"name\":\"Energy, 2000=100, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KIFATS_OILS\",\"name\":\"Agr:
Food: Fats and oils, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIFERTILIZERS\",\"name\":\"Fertilizers, 2000=100,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KIFOOD\",\"name\":\"Agr:
Food, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIGRAINS\",\"name\":\"Agr: Food: Grains,
2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIMETMIN\",\"name\":\"Metals and minerals,
2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIMETMIN_DV100\",\"name\":\"Base Metals,
2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KINATGAS\",\"name\":\"Natural gas, 2010=100,
real 2010$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KINONFUEL\",\"name\":\"Non-energy
commodities, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIOTHERFOOD\",\"name\":\"Agr: Food: Other
food, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIOTHERRAWMAT\",\"name\":\"Agr: Raw:2 Other
raw materials, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIPRECIOUSMET\",\"name\":\"Precious Metals,
2010=100, real 2010$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KIRAW_MATERIAL\",\"name\":\"Agr:
Raw materials, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KIRON_ORE\",\"name\":\"Iron ore, cents\\/dmtu,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KIRON_ORE_SPOT\",\"name\":\"Iron
ore, $\\/dmt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KITIMBER\",\"name\":\"Agr:
Raw:1 Timber, 2000=100, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KLAMB\",\"name\":\"Meat, sheep, cents\\/kg,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KLEAD\",\"name\":\"Lead,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KLOGS_CMR\",\"name\":\"Logs, Cameroon, $\\/cum,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KLOGS_MYS\",\"name\":\"Logs,
Malaysia, $\\/cum, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KMAIZE\",\"name\":\"Maize, $\\/mt, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KNGAS_EUR\",\"name\":\"Natural
gas, Europe, $\\/mmbtu, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KNGAS_JP\",\"name\":\"Natural gas LNG, $\\/mmbtu,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KNGAS_US\",\"name\":\"Natural
gas, US, $\\/mmbtu, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KNICKEL\",\"name\":\"Nickel, $\\/mt, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KORANGE\",\"name\":\"Oranges,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KPALM_OIL\",\"name\":\"Palm oil, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KPHOSROCK\",\"name\":\"Phosphate
rock, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KPLATINUM\",\"name\":\"Platinum, $\\/toz,
real 2010l$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KPLMKRNL_OIL\",\"name\":\"Palmkernal
oil, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KPLYWOOD\",\"name\":\"Plywood, cents\\/sheets,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KPOTASH\",\"name\":\"Potassium
Chloride, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KRICE_05\",\"name\":\"Rice, Thailand, 5%,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KRICE_05_VNM\",\"name\":\"Rice, Vietnamese,
5%, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KRICE_25\",\"name\":\"Rice,
Thailand, 25%, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KRICE_A1\",\"name\":\"Rice, Thai, A1.Special,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KRUBBER1_MYSG\",\"name\":\"Rubber, Singapore,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KRUBBER1_TSR20\",\"name\":\"Rubber, TSR20,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KSAWNWD_CMR\",\"name\":\"Sawnwood,
Cameroon, $\\/cum, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSAWNWD_MYS\",\"name\":\"Sawnwood, Malaysia,
$\\/cum, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSHRIMP_MEX\",\"name\":\"Shrimp, Mexico,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSILVER\",\"name\":\"Silver, cents\\/toz,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KSORGHUM\",\"name\":\"Sorghum,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSOYBEAN_MEAL\",\"name\":\"Soybean meal,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSOYBEAN_OIL\",\"name\":\"Soybean oil, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KSOYBEANS\",\"name\":\"Soybeans,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSTL_JP_CROLL\",\"name\":\"Steel cr coilsheet,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSTL_JP_HROLL\",\"name\":\"Steel hr coilsheet,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSTL_JP_REBAR\",\"name\":\"Steel, rebar,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSTL_JP_WIROD\",\"name\":\"Steel wire rod,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSUGAR_EU\",\"name\":\"Sugar, EU, cents\\/kg,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KSUGAR_US\",\"name\":\"Sugar,
US, cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KSUGAR_WLD\",\"name\":\"Sugar, world, cents\\/kg,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KTEA_AVG\",\"name\":\"Tea,
auctions (3) average, cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KTEA_COLOMBO\",\"name\":\"Tea, Colombo auctions,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KTEA_KOLKATA\",\"name\":\"Tea, Kokata auctions,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KTEA_MOMBASA\",\"name\":\"Tea, Mombasa auctions,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KTIN\",\"name\":\"Tin, cents\\/kg, constant
2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KTOBAC_US\",\"name\":\"Tobacco,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KTSP\",\"name\":\"TSP, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KUREA_EE_BULK\",\"name\":\"Urea, E. Europe,
bulk, $\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"KWHEAT_CANADI\",\"name\":\"Wheat,
Canada, $\\/mtv, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KWHEAT_US_HRW\",\"name\":\"Wheat, US, HRW,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KWHEAT_US_SRW\",\"name\":\"Wheat, US, SRW,
$\\/mt, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"KWOODPULP\",\"name\":\"Woodpulp, $\\/mt,
constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World Bank.\",\"topics\":[]},{\"id\":\"KZINC\",\"name\":\"Zinc,
cents\\/kg, constant 2000$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"LAMB\",\"name\":\"Meat, sheep, cents\\/kg,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Meat, chicken (US), broiler\\/fryer, whole
birds, 2-1\\/2 to 3 pounds, USDA grade \\\"A\\\", ice-packed, Georgia Dock
preliminary weighted average, wholesale\",\"sourceOrganization\":\"Meat Trade
Journal; World Bank.\",\"topics\":[]},{\"id\":\"LEAD\",\"name\":\"Lead, cents\\/kg,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Lead (LME), refined, 99.97% purity, settlement
price\",\"sourceOrganization\":\"Platts Metals Week, Engineering and Mining
Journal; Thomson Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"LIBOR3M\",\"name\":\"London
Interbank Offered 3-month rates (LIBOR)\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"LIBOR stands for London Interbank Offered
Rate. It's the rate of interest at which banks offer to lend money to one
another in the wholesale money markets in London. It is a standard financial
index used in international capital markets. The data is for the 3 Month LIBOR
rate.\",\"sourceOrganization\":\"World Bank staff calculations based on Datastream
data.\",\"topics\":[]},{\"id\":\"LIBOR6M\",\"name\":\"London Interbank Offered
6-month rates (LIBOR)\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic
Monitor\"},\"sourceNote\":\"LIBOR stands for London Interbank Offered Rate.
It's the rate of interest at which banks offer to lend money to one another
in the wholesale money markets in London. It is a standard financial index
used in international capital markets. The data is for the 6 Month LIBOR rate.\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"LND.TOTL.K2\",\"name\":\"Total
Area (in Km\xB2)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.AFA.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.AFA.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.AMH.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Amharic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.AMH.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Amharic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.BMN.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.BOM.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.CHC.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Chichewa. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.CHC.4GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Chichewa. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.ENG.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.ENG.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.ENG.4GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.FLF.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.FRN.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). French. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.HAR.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Hararigna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.HAR.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Hararigna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SID.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SID.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SNG.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Songhoi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SOM.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Somaligna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SOM.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Somaligna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SPN.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Spanish. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SPN.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Spanish. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.SPN.4GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Spanish. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.TIG.2GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLPM.TIG.3GRD\",\"name\":\"EGRA:
Correct Letter Names Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.AKU.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Akuapem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ARB.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Arabic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ARB.3GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Arabic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.AST.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Asante Twi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.CHI.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Chitonga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.CIN.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Cinyanja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.DAG.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Dagaare. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.DAGB.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Dagbani. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.DAN.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Dangme. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ENG.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ENG.3GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ENG.4GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ENG.6GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). English. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.EWE.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Ewe. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.FAN.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Fante. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.FLP.3GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Filipino. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.GA.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.GON.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Gonja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.ICI.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Icibemba. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.IND.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Indonesian. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.KAS.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Kasem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.KII.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Kiikaonde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.KNY.4GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.KNY.6GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.LUN.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Lunda. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.LUV.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Luvale. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.NZE.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Nzema. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CLSPM.SIL.2GRD\",\"name\":\"EGRA:
Correct Letter Sounds Read Per Minute (Mean). Silozi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.AFA.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.AFA.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.AMH.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Amharic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.AMH.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Amharic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ARB.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.BMN.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.BOM.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.CHC.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Chichewa. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.CHC.4GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Chichewa. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ENG.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ENG.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ENG.4GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ENG.6GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). English. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.FLF.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.FLP.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Filipino. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.HAR.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Hararigna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.HAR.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Hararigna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.KIS.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Kiswahili. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.KNY.4GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.KNY.6GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SID.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SID.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SNG.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Songhoi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SOM.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Somaligna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SOM.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Somaligna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SPN.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Spanish. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SPN.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Spanish. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.SPN.4GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Spanish. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.TIG.2GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.TIG.3GRD\",\"name\":\"EGRA:
Correct Isolated Words Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AFA.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AFA.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AKU.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Akuapem. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AMH.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Amharic. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AMH.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Amharic. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ARB.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Arabic. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ARB.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Arabic. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.AST.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Asante Twi.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.BMN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Bamanankan.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.BOM.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Bomu. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.CHC.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Chichewa.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.CHC.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Chichewa.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.CHI.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Chitonga.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.CIN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Cinyanja.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.DAG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Dagaare. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.DAGB.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Dagbani. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.DAN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Dangme. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ENG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). English. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ENG.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). English. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ENG.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). English. 4th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ENG.6GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). English. 6th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.EWE.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Ewe. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early Grade
Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.FAN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Fante. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.FLF.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Fulfulde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.FLP.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Filipino.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.FRN.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). French. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.GA.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early Grade
Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.GON.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Gonja. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.HAR.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Hararigna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.HAR.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Hararigna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.ICI.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Icibemba.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.IND.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Indonesian.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.KAS.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Kasem. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.KII.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Kiikaonde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.KIS.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Kiswahili.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.KNY.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.KNY.6GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.LUN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Lunda. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.LUV.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Luvale. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.NZE.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Nzema. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SID.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SID.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SIL.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Silozi. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SNG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Songhoi. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SOM.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Somaligna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SOM.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Somaligna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SPN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Spanish. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SPN.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Spanish. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.SPN.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Spanish. 4th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.TIG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Tigrinya.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.CWPM.ZERO.TIG.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Share of students with a zero score (%). Tigrinya.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.BMN.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Bamanankan. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.BOM.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.CHC.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Chichewa. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.CHC.4GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Chichewa. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.ENG.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.ENG.3GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.ENG.4GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.ENG.6GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). English. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.FLF.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Fulfulde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.KNY.4GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Kinyarwanda. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.KNY.6GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Kinyarwanda. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.SNG.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Songhoi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.SPN.2GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Spanish. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.SPN.3GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Spanish. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.INIT.0.SPN.4GRD\",\"name\":\"EGRA:
Identification of the Initial Sound of a Spoken Word - Share of students with
a zero score (%). Spanish. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 \u201CWhat is the first
sound in the word \u2018map\u2019?\\\" 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AFA.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Afan Oromo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AFA.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Afan Oromo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AKU.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Akuapem.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AMH.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Amharic.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AMH.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Amharic.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ARB.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Arabic.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ARB.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Arabic.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.AST.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Asante
Twi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.BMN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Bamanankan.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.BOM.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Bomu. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.CHC.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Chichewa.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.CHC.4GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Chichewa.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.CHI.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Chitonga.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.CIN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Cinyanja.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.DAG.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Dagaare.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.DAGB.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Dagbani.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.DAN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Dangme.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ENG.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). English.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ENG.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). English.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ENG.4GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). English.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ENG.6GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). English.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.EWE.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Ewe. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.FAN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Fante.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.FLF.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Fulfulde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.FLP.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Filipino.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.GA.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Ga. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.GON.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Gonja.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.HAR.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Hararigna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.HAR.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Hararigna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.ICI.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Icibemba.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.IND.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Indonesian.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.KAS.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Kasem.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.KII.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Kiikaonde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.KIS.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Kiswahili.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.KNY.4GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Kinyarwanda.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.KNY.6GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Kinyarwanda.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.LUN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Lunda.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.LUV.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Luvale.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.NZE.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Nzema.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SID.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Sidaamu
Afoo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SID.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Sidaamu
Afoo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SIL.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Silozi.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SNG.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Songhoi.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SOM.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Somaligna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SOM.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Somaligna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SPN.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Spanish.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SPN.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Spanish.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.SPN.4GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Spanish.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.TIG.2GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Tigrinya.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.LSTN.0.TIG.3GRD\",\"name\":\"EGRA:
Listening Comprehension - Share of students with a zero score (%). Tigrinya.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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\u2019 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AFA.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AFA.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AKU.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Akuapem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AMH.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Amharic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AMH.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Amharic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ARB.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ARB.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Arabic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.AST.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Asante Twi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.BMN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.BOM.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.CHC.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Chichewa. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.CHC.4GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Chichewa. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.CHI.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Chitonga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.CIN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Cinyanja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.DAG.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Dagaare. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.DAGB.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Dagbani. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.DAN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Dangme. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ENG.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ENG.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ENG.4GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ENG.6GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). English. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.EWE.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Ewe. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.FAN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Fante. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.FLF.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.FLP.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Filipino. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.FRN.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). French. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.GA.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.GON.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Gonja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.HAR.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Hararigna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.HAR.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Hararigna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.ICI.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Icibemba. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.IND.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Indonesian. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.KAS.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Kasem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.KII.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Kiikaonde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.KIS.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Kiswahili. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.KNY.4GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.KNY.6GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.LUN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Lunda. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.LUV.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Luvale. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.NZE.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Nzema. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SID.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SID.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SIL.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Silozi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SNG.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Songhoi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SOM.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Somaligna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SOM.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Somaligna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SPN.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Spanish. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SPN.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Spanish. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.SPN.4GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Spanish. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.TIG.2GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.NCWPM.TIG.3GRD\",\"name\":\"EGRA:
Correct Non-Words Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average total number of invented\\/nonsense
words correctly read per minute. The indicator measures students' ability
to fluently decipher\\/decode randomly-presented \u201Cwords\u201D 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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AFA.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AFA.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AKU.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Akuapem. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AMH.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AMH.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ARB.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ARB.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.AST.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Asante Twi. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.BMN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bamanankan. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.BOM.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.CHC.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.CHC.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 4th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.CHI.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chitonga. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.CIN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Cinyanja. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.DAG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagaare. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.DAGB.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagbani. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.DAN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dangme. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ENG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ENG.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ENG.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 4th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ENG.6GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 6th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.EWE.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ewe. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.FAN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fante. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.FLF.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fulfulde. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.FLP.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Filipino. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.FRN.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). French. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.GA.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.GON.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Gonja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.HAR.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.HAR.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.ICI.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Icibemba. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.IND.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Indonesian. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.KAS.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kasem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.KII.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiikaonde. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.KIS.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiswahili. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.KNY.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.KNY.6GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.LUN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Lunda. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.LUV.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Luvale. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.NZE.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Nzema. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SID.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SID.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SIL.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Silozi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SNG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Songhoi. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SOM.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SOM.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SPN.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SPN.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.SPN.4GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 4th
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.TIG.2GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.ORF.TIG.3GRD\",\"name\":\"EGRA:
Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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 .\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AFA.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Afan Oromo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AFA.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Afan Oromo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AKU.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Akuapem.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AMH.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Amharic.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AMH.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Amharic.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ARB.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Arabic. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ARB.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Arabic. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.AST.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Asante Twi.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.BMN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Bamanankan.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.BOM.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Bomu. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.CHC.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Chichewa.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.CHC.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Chichewa.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.CHI.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Chitonga.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.CIN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Cinyanja.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.DAG.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Dagaare.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.DAGB.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Dagbani.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.DAN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Dangme. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ENG.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). English.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ENG.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). English.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ENG.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). English.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ENG.6GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). English.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.EWE.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Ewe. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.FAN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Fante. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.FLF.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Fulfulde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.FLP.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Filipino.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.FRN.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). French. 3rd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.GA.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early Grade Reading Assessment
(EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.GON.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Gonja. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.HAR.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Hararigna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.HAR.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Hararigna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.ICI.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Icibemba.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.IND.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Indonesian.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.KAS.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Kasem. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.KII.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Kiikaonde.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.KIS.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Kiswahili.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.KNY.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Kinyarwanda.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.KNY.6GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Kinyarwanda.
6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.LUN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Lunda. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.LUV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Luvale. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.NZE.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Nzema. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SID.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SID.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SIL.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Silozi. 2nd
Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SNG.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Songhoi.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SOM.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Somaligna.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SOM.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Somaligna.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SPN.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Spanish.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SPN.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Spanish.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.SPN.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Spanish.
4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.TIG.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Tigrinya.
2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.0.TIG.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students with a zero score (%). Tigrinya.
3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AFA.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Afan Oromo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AFA.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Afan Oromo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AKU.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Akuapem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AMH.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Amharic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AMH.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Amharic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ARB.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Arabic. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ARB.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Arabic. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.AST.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Asante Twi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.BMN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Bamanankan. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.BOM.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Bomu. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.CHC.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Chichewa. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.CHC.ADV.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Chichewa. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.CHI.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Chitonga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.CIN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Cinyanja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.DAG.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Dagaare. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.DAGB.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Dagbani. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.DAN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Dangme. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ENG.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
English. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ENG.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
English. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ENG.ADV.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
English. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ENG.ADV.6GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
English. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.EWE.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Ewe. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.FAN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Fante. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.FLF.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Fulfulde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.FLP.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Filipino. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.FRN.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
French. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.GA.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Ga. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.GON.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Gonja. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.HAR.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Hararigna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.HAR.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Hararigna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.ICI.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Icibemba. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.IND.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Indonesian. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.KAS.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Kasem. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.KII.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Kiikaonde. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.KIS.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Kiswahili. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.KNY.ADV.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Kinyarwanda. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.KNY.ADV.6GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Kinyarwanda. 6th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.LUN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Lunda. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.LUV.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Luvale. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.NZE.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Nzema. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SID.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Sidaamu Afoo. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SID.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Sidaamu Afoo. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SIL.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Silozi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SNG.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Songhoi. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SOM.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Somaligna. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SOM.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Somaligna. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SPN.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Spanish. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SPN.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Spanish. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.SPN.ADV.4GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Spanish. 4th Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.TIG.ADV.2GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Tigrinya. 2nd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.EGRA.READ.TIG.ADV.3GRD\",\"name\":\"EGRA:
Reading Comprehension - Share of students scoring at least 80 percent (%).
Tigrinya. 3rd Grade\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"Early
Grade Reading Assessment (EGRA): https:\\/\\/www.eddataglobal.org\\/reading\\/\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3\",\"name\":\"LLECE:
Mean performance on the mathematics scale for 3rd grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade mathematics
assessment. 1997 scores were calculated on a scale with a mean of 250 points
and a standard deviation of 50 points. 2006 scores were calculated on a scale
with a mean of 500 and a standard deviation of 100 points. 2006 scores are
not comparable with 1997 scores. Data reflects country performance in the
stated year according to LLECE reports. Consult the LLECE website for more
detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT3.0\",\"name\":\"LLECE: 3rd grade students by
mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students below the
lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.0.FE\",\"name\":\"LLECE:
Female 3rd grade students by mathematics proficiency level (%). Below Level
1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 3rd grade female students below the lowest proficiency level (scoring below
391.5) on the LLECE mathematics scale. Students below Level 1 have not been
able to acquire the abilities required in Level I. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.0.MA\",\"name\":\"LLECE:
Male 3rd grade students by mathematics proficiency level (%). Below Level
1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 3rd grade male students below the lowest proficiency level (scoring below
391.5) on the LLECE mathematics scale. Students below Level 1 have not been
able to acquire the abilities required in Level I. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.1\",\"name\":\"LLECE:
3rd grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At
Level 1, students can recognize the relationship between natural numbers and
common bi-dimensional geometric shapes in simple drawings. They can locate
relative positions of an object in a spatial representation. Students can
interpret tables and graphs in order to obtain direct information. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.1.FE\",\"name\":\"LLECE:
Female 3rd grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 391.5 but lower than 489.01 points on the LLECE mathematics scale.
At Level 1, students can recognize the relationship between natural numbers
and common bi-dimensional geometric shapes in simple drawings. They can locate
relative positions of an object in a spatial representation. Students can
interpret tables and graphs in order to obtain direct information. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.1.MA\",\"name\":\"LLECE:
Male 3rd grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 391.5 but lower than 489.01 points on the LLECE mathematics scale.
At Level 1, students can recognize the relationship between natural numbers
and common bi-dimensional geometric shapes in simple drawings. They can locate
relative positions of an object in a spatial representation. Students can
interpret tables and graphs in order to obtain direct information. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.2\",\"name\":\"LLECE:
3rd grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 489.01 but less than 558.54 points on the LLECE mathematics scale. At
Level 2, students recognize the organization of the decimal-positional numeral
system and identify the constituent elements of geometrical shapes. Students
can identify a trajectory on a plane and the most suitable measurement unit
or instrument in order to measure a known object\u2019s attribute. Students
interpret tables and charts in order to obtain information and compare data.
Students solve addition or multiplication problems involving proportional
relationships using natural numbers. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.2.FE\",\"name\":\"LLECE:
Female 3rd grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 489.01 but less than 558.54 points on the LLECE mathematics scale.
At Level 2, students recognize the organization of the decimal-positional
numeral system and identify the constituent elements of geometrical shapes.
Students can identify a trajectory on a plane and the most suitable measurement
unit or instrument in order to measure a known object\u2019s attribute. Students
interpret tables and charts in order to obtain information and compare data.
Students solve addition or multiplication problems involving proportional
relationships using natural numbers. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.2.MA\",\"name\":\"LLECE:
Male 3rd grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 489.01 but less than 558.54 points on the LLECE mathematics scale.
At Level 2, students recognize the organization of the decimal-positional
numeral system and identify the constituent elements of geometrical shapes.
Students can identify a trajectory on a plane and the most suitable measurement
unit or instrument in order to measure a known object\u2019s attribute. Students
interpret tables and charts in order to obtain information and compare data.
Students solve addition or multiplication problems involving proportional
relationships using natural numbers. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.3\",\"name\":\"LLECE:
3rd grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 558.54 but less than 621.68 points on the LLECE mathematics scale. At
Level 3, students can solve multiplication problems or problems which require
the use of an addition equation or two separate operations. Students can solve
addition problems involving measurement units and their equivalences or problems
which require using common fractions. Students must identify the graphic or
addition numerical sequence rule being used in order to continue it. Students
can identify the elements of unusual geometrical shapes and interpret different
types of graphs in order to retrieve information and solve problems that involve
operating with the data. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.3.FE\",\"name\":\"LLECE:
Female 3rd grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 558.54 but less than 621.68 points on the LLECE mathematics scale.
At Level 3, students can solve multiplication problems or problems which require
the use of an addition equation or two separate operations. Students can solve
addition problems involving measurement units and their equivalences or problems
which require using common fractions. Students must identify the graphic or
addition numerical sequence rule being used in order to continue it. Students
can identify the elements of unusual geometrical shapes and interpret different
types of graphs in order to retrieve information and solve problems that involve
operating with the data. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.3.MA\",\"name\":\"LLECE:
Male 3rd grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 558.54 but less than 621.68 points on the LLECE mathematics scale.
At Level 3, students can solve multiplication problems or problems which require
the use of an addition equation or two separate operations. Students can solve
addition problems involving measurement units and their equivalences or problems
which require using common fractions. Students must identify the graphic or
addition numerical sequence rule being used in order to continue it. Students
can identify the elements of unusual geometrical shapes and interpret different
types of graphs in order to retrieve information and solve problems that involve
operating with the data. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.4\",\"name\":\"LLECE:
3rd grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring 621.68
or higher on the LLECE mathematics scale. At Level 4, students can recognize
a numerical sequence rule and identify it. Students can solve multiplication
problems with one unknown or problems which require the use of equivalences
between commonly used measures of length. Students can identify an element
on a bi-dimensional plane and the properties of the sides of a square or rectangle
in order to solve a problem. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.4.FE\",\"name\":\"LLECE:
Female 3rd grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
621.68 or higher on the LLECE mathematics scale. At Level 4, students can
recognize a numerical sequence rule and identify it. Students can solve multiplication
problems with one unknown or problems which require the use of equivalences
between commonly used measures of length. Students can identify an element
on a bi-dimensional plane and the properties of the sides of a square or rectangle
in order to solve a problem. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.4.MA\",\"name\":\"LLECE:
Male 3rd grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
621.68 or higher on the LLECE mathematics scale. At Level 4, students can
recognize a numerical sequence rule and identify it. Students can solve multiplication
problems with one unknown or problems which require the use of equivalences
between commonly used measures of length. Students can identify an element
on a bi-dimensional plane and the properties of the sides of a square or rectangle
in order to solve a problem. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.FE\",\"name\":\"LLECE:
Mean performance on the mathematics scale for 3rd grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade mathematics
assessment for female students. 1997 scores were calculated on a scale with
a mean of 250 points and a standard deviation of 50 points. 2006 scores were
calculated on a scale with a mean of 500 and a standard deviation of 100 points.
2006 scores are not comparable with 1997 scores. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT3.MA\",\"name\":\"LLECE: Mean performance on the
mathematics scale for 3rd grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade mathematics
assessment for male students. 1997 scores were calculated on a scale with
a mean of 250 points and a standard deviation of 50 points. 2006 scores were
calculated on a scale with a mean of 500 and a standard deviation of 100 points.
2006 scores are not comparable with 1997 scores. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT3.P10\",\"name\":\"LLECE: Distribution of 3rd
Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.P25\",\"name\":\"LLECE:
Distribution of 3rd Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.P50\",\"name\":\"LLECE:
Distribution of 3rd Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.P75\",\"name\":\"LLECE:
Distribution of 3rd Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT3.P90\",\"name\":\"LLECE:
Distribution of 3rd Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT4\",\"name\":\"LLECE:
Mean performance on the mathematics scale for 4th grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 4th grade mathematics
assessment. 1997 means were calculated on a scale with a mean of 250 points
and a standard deviation of 50 points. 4th grade students were only assessed
in 1997. Data reflects country performance in the stated year according to
LLECE reports. Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT4.P10\",\"name\":\"LLECE: Distribution of 4th
Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT4.P25\",\"name\":\"LLECE:
Distribution of 4th Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT4.P50\",\"name\":\"LLECE:
Distribution of 4th Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT4.P75\",\"name\":\"LLECE:
Distribution of 4th Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT4.P90\",\"name\":\"LLECE:
Distribution of 4th Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6\",\"name\":\"LLECE:
Mean performance on the mathematics scale for 6th grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade mathematics
assessment. Means were calculated on a scale with a mean of 500 and a standard
deviation of 100 points. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT6.0\",\"name\":\"LLECE: 6th grade students by
mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students below the
lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.0.FE\",\"name\":\"LLECE:
Female 6th grade students by mathematics proficiency level (%). Below Level
1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students below the lowest proficiency level (scoring below
309.64) on the LLECE mathematics scale. Students below Level 1 have not been
able to acquire the abilities required in Level I. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.0.MA\",\"name\":\"LLECE:
Male 6th grade students by mathematics proficiency level (%). Below Level
1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students below the lowest proficiency level (scoring below
309.64) on the LLECE mathematics scale. Students below Level 1 have not been
able to acquire the abilities required in Level I. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.1\",\"name\":\"LLECE:
6th grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 309.64 but lower than 413.58 points on the LLECE mathematics scale.
At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals
(up to thousands) in sequence; 2) recognize common geometrical shapes and
the unit consistent with the attribute being measured; 3) interpret information
presented in graphic images in order to compare it and change it to a different
form of representation; 4) solve problems involving a single addition using
natural numbers. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.1.FE\",\"name\":\"LLECE:
Female 6th grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 309.64 but lower than 413.58 points on the LLECE mathematics scale.
At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals
(up to thousands) in sequence; 2) recognize common geometrical shapes and
the unit consistent with the attribute being measured; 3) interpret information
presented in graphic images in order to compare it and change it to a different
form of representation; 4) solve problems involving a single addition using
natural numbers. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.1.MA\",\"name\":\"LLECE:
Male 6th grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 309.64 but lower than 413.58 points on the LLECE mathematics scale.
At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals
(up to thousands) in sequence; 2) recognize common geometrical shapes and
the unit consistent with the attribute being measured; 3) interpret information
presented in graphic images in order to compare it and change it to a different
form of representation; 4) solve problems involving a single addition using
natural numbers. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.2\",\"name\":\"LLECE:
6th grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 413.58 but lower than 514.41 points on the LLECE mathematics scale.
At Level 2, students can 1) analyze and identify the structure of the positional
decimal number system, estimate weight (mass) expressing it in units consistent
with the attribute being measured; 2) recognize commonly used geometrical
shapes and their properties in order to solve problems; 3) interpret, compare
and work with information presented through various graphic images; 4) identify
the regularity of a simple pattern sequence; 5) solve addition problems in
different numerical fields (natural numbers, decimals) including commonly
used fractions or equivalent measures; 6) solve multiplication or division
problems, or two natural number operations, or operations that include direct
proportionality relations. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.2.FE\",\"name\":\"LLECE:
Female 6th grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 413.58 but lower than 514.41 points on the LLECE mathematics scale.
At Level 2, students can 1) analyze and identify the structure of the positional
decimal number system, estimate weight (mass) expressing it in units consistent
with the attribute being measured; 2) recognize commonly used geometrical
shapes and their properties in order to solve problems; 3) interpret, compare
and work with information presented through various graphic images; 4) identify
the regularity of a simple pattern sequence; 5) solve addition problems in
different numerical fields (natural numbers, decimals) including commonly
used fractions or equivalent measures; 6) solve multiplication or division
problems, or two natural number operations, or operations that include direct
proportionality relations. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.2.MA\",\"name\":\"LLECE:
Male 6th grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 413.58 but lower than 514.41 points on the LLECE mathematics scale.
At Level 2, students can 1) analyze and identify the structure of the positional
decimal number system, estimate weight (mass) expressing it in units consistent
with the attribute being measured; 2) recognize commonly used geometrical
shapes and their properties in order to solve problems; 3) interpret, compare
and work with information presented through various graphic images; 4) identify
the regularity of a simple pattern sequence; 5) solve addition problems in
different numerical fields (natural numbers, decimals) including commonly
used fractions or equivalent measures; 6) solve multiplication or division
problems, or two natural number operations, or operations that include direct
proportionality relations. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.3\",\"name\":\"LLECE:
6th grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 514.41 but lower than 624.60 points on the LLECE mathematics scale.
At Level 3, students can 1) compare fractions, use the concept of percentages
when analyzing information and solving problems that require this type of
calculation; 2) identify parallelism and perpendicularity on a plane, as well
as bodies and their elements without the benefit of graphic support; 3) solve
problems that require interpreting the constituent elements of a division
or equivalent measures; 4) recognize central angles and commonly used geometrical
shapes, such as circles, and resort to their properties for solving problems;
5) solve problems involving areas and perimeters of triangles and quadrilaterals;
6) make generalizations in order to continue a graphic sequence or find the
numerical sequence rule that applies to a relatively complex pattern. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.3.FE\",\"name\":\"LLECE:
Female 6th grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 514.41 but lower than 624.60 points on the LLECE mathematics scale.
At Level 3, students can 1) compare fractions, use the concept of percentages
when analyzing information and solving problems that require this type of
calculation; 2) identify parallelism and perpendicularity on a plane, as well
as bodies and their elements without the benefit of graphic support; 3) solve
problems that require interpreting the constituent elements of a division
or equivalent measures; 4) recognize central angles and commonly used geometrical
shapes, such as circles, and resort to their properties for solving problems;
5) solve problems involving areas and perimeters of triangles and quadrilaterals;
6) make generalizations in order to continue a graphic sequence or find the
numerical sequence rule that applies to a relatively complex pattern. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.3.MA\",\"name\":\"LLECE:
Male 6th grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 514.41 but lower than 624.60 points on the LLECE mathematics scale.
At Level 3, students can 1) compare fractions, use the concept of percentages
when analyzing information and solving problems that require this type of
calculation; 2) identify parallelism and perpendicularity on a plane, as well
as bodies and their elements without the benefit of graphic support; 3) solve
problems that require interpreting the constituent elements of a division
or equivalent measures; 4) recognize central angles and commonly used geometrical
shapes, such as circles, and resort to their properties for solving problems;
5) solve problems involving areas and perimeters of triangles and quadrilaterals;
6) make generalizations in order to continue a graphic sequence or find the
numerical sequence rule that applies to a relatively complex pattern. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.4\",\"name\":\"LLECE:
6th grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 624.60 points on the LLECE mathematics scale. At Level 4, students can
1) find averages and do calculations using the four basic operations in the
field of natural numbers; 2) identify parallelism and perpendicularity in
a real situation and the graphic images of a percentage; 3) solve problems
involving properties of angles, triangles and quadrilaterals as part of different
shapes, or involving operations with two decimal numbers; 4) solve problems
involving fractions; 5) make generalizations in order to continue a complex
graphic sequence pattern. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.4.FE\",\"name\":\"LLECE:
Female 6th grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 624.60 points on the LLECE mathematics scale. At Level 4, students
can 1) find averages and do calculations using the four basic operations in
the field of natural numbers; 2) identify parallelism and perpendicularity
in a real situation and the graphic images of a percentage; 3) solve problems
involving properties of angles, triangles and quadrilaterals as part of different
shapes, or involving operations with two decimal numbers; 4) solve problems
involving fractions; 5) make generalizations in order to continue a complex
graphic sequence pattern. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.4.MA\",\"name\":\"LLECE:
Male 6th grade students by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 624.60 points on the LLECE mathematics scale. At Level 4, students
can 1) find averages and do calculations using the four basic operations in
the field of natural numbers; 2) identify parallelism and perpendicularity
in a real situation and the graphic images of a percentage; 3) solve problems
involving properties of angles, triangles and quadrilaterals as part of different
shapes, or involving operations with two decimal numbers; 4) solve problems
involving fractions; 5) make generalizations in order to continue a complex
graphic sequence pattern. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.FE\",\"name\":\"LLECE:
Mean performance on the mathematics scale for 6th grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade mathematics
assessment for female students. Means were calculated on a scale with a mean
of 500 and a standard deviation of 100 points. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT6.MA\",\"name\":\"LLECE: Mean performance on the
mathematics scale for 6th grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade mathematics
assessment for male students. Means were calculated on a scale with a mean
of 500 and a standard deviation of 100 points. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.MAT6.P10\",\"name\":\"LLECE: Distribution of 6th
Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.P25\",\"name\":\"LLECE:
Distribution of 6th Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.P50\",\"name\":\"LLECE:
Distribution of 6th Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.P75\",\"name\":\"LLECE:
Distribution of 6th Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.MAT6.P90\",\"name\":\"LLECE:
Distribution of 6th Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3\",\"name\":\"LLECE:
Mean performance on the reading scale for 3rd grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade reading assessment.
1997 scores were calculated on a scale with a mean of 250 points and a standard
deviation of 50 points. 2006 scores were calculated on a scale with a mean
of 500 and a standard deviation of 100 points. 2006 scores are not comparable
with 1997 scores. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA3.0\",\"name\":\"LLECE: 3rd grade students by
reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students below the
lowest proficiency level (scoring below 367.36) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.0.FE\",\"name\":\"LLECE:
Female 3rd grade students by reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students below
the lowest proficiency level (scoring below 367.36) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.0.MA\",\"name\":\"LLECE:
Male 3rd grade students by reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students below
the lowest proficiency level (scoring below 367.36) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.1\",\"name\":\"LLECE:
3rd grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 367.36 but less than 461.32 on the LLECE reading scale. Students at
this level can locate information with a single meaning in a prominent part
of the text, repeated literally or synonymously, and isolated from other information.
Data reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.1.FE\",\"name\":\"LLECE:
Female 3rd grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 367.36 but less than 461.32 on the LLECE reading scale. Students
at this level can locate information with a single meaning in a prominent
part of the text, repeated literally or synonymously, and isolated from other
information. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.1.MA\",\"name\":\"LLECE:
Male 3rd grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 367.36 but less than 461.32 on the LLECE reading scale. Students
at this level can locate information with a single meaning in a prominent
part of the text, repeated literally or synonymously, and isolated from other
information. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.2\",\"name\":\"LLECE:
3rd grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 461.32 but less than 552.14 on the LLECE reading scale. Students at
this level can: 1) locate information in a brief text that cannot be distinguished
from other conceptually similar information; 2) Discriminate words with a
single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize
redundancies between graphic and verbal codes. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.2.FE\",\"name\":\"LLECE:
Female 3rd grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 461.32 but less than 552.14 on the LLECE reading scale. Students
at this level can: 1) locate information in a brief text that cannot be distinguished
from other conceptually similar information; 2) discriminate words with a
single meaning; 3) recognize simple sentence reformulations; and 4) recognize
redundancies between graphic and verbal codes. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.2.MA\",\"name\":\"LLECE:
Male 3rd grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 461.32 but less than 552.14 on the LLECE reading scale. Students
at this level can: 1) locate information in a brief text that cannot be distinguished
from other conceptually similar information; 2) discriminate words with a
single meaning; 3) recognize simple sentence reformulations; and 4) recognize
redundancies between graphic and verbal codes. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.3\",\"name\":\"LLECE:
3rd grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring at
least 552.14 but less than 637.49 on the LLECE reading scale. Students at
this level can: 1) locate information discriminating it from adjacent information;
2) interpret reformulations that synthesize several data; 3) infer information
based on knowledge about the world; 4) discriminate the meaning of words that
have several other meanings based on the text. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.3.FE\",\"name\":\"LLECE:
Female 3rd grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
at least 552.14 but less than 637.49 on the LLECE reading scale. Students
at this level can: 1) locate information discriminating it from adjacent information;
2) interpret reformulations that synthesize several data; 3) infer information
based on knowledge about the world; 4) discriminate the meaning of words that
have several other meanings based on the text. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.3.MA\",\"name\":\"LLECE:
Male 3rd grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
at least 552.14 but less than 637.49 on the LLECE reading scale. Students
at this level can: 1) locate information discriminating it from adjacent information;
2) interpret reformulations that synthesize several data; 3) infer information
based on knowledge about the world; 4) discriminate the meaning of words that
have several other meanings based on the text. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.4\",\"name\":\"LLECE:
3rd grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade students scoring higher
than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate
and generalize information given in a paragraph or in the verbal codes and
graph; 2) replace non-explicit information; 3) read the text identifying new
information; 4) translate from one code to another (from numeric to verbal,
and verbal to graphic). Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.4.FE\",\"name\":\"LLECE:
Female 3rd grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade female students scoring
higher than 637.49 on the LLECE reading scale. Students at this level can:
1) integrate and generalize information given in a paragraph or in the verbal
codes and graph; 2) replace non-explicit information; 3) read the text identifying
new information; 4) translate from one code to another (from numeric to verbal,
and verbal to graphic). Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.4.MA\",\"name\":\"LLECE:
Male 3rd grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 3rd grade male students scoring
higher than 637.49 on the LLECE reading scale. Students at this level can:
1) integrate and generalize information given in a paragraph or in the verbal
codes and graph; 2) replace non-explicit information; 3) read the text identifying
new information; 4) translate from one code to another (from numeric to verbal,
and verbal to graphic). Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.FE\",\"name\":\"LLECE:
Mean performance on the reading scale for 3rd grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade reading assessment
for female students. 1997 scores were calculated on a scale with a mean of
250 points and a standard deviation of 50 points. 2006 scores were calculated
on a scale with a mean of 500 and a standard deviation of 100 points. 2006
scores are not comparable with 1997 scores. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA3.MA\",\"name\":\"LLECE: Mean performance on the
reading scale for 3rd grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 3rd grade reading assessment
for male students. 1997 scores were calculated on a scale with a mean of 250
points and a standard deviation of 50 points. 2006 scores were calculated
on a scale with a mean of 500 and a standard deviation of 100 points. 2006
scores are not comparable with 1997 scores. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA3.P10\",\"name\":\"LLECE: Distribution of 3rd
Grade Reading Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.P25\",\"name\":\"LLECE:
Distribution of 3rd Grade Reading Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.P50\",\"name\":\"LLECE:
Distribution of 3rd Grade Reading Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.P75\",\"name\":\"LLECE:
Distribution of 3rd Grade Reading Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA3.P90\",\"name\":\"LLECE:
Distribution of 3rd Grade Reading Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 2006 scores
were calculated on a scale with a mean of 500 and a standard deviation of
100 points. 2006 scores are not comparable with 1997 scores. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA4\",\"name\":\"LLECE:
Mean performance on the reading scale for 4th grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 4th grade reading assessment.
1997 means were calculated on a scale with a mean of 250 points and a standard
deviation of 50 points. 4th grade students were only assessed in 1997. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA4.P10\",\"name\":\"LLECE: Distribution of 4th
Grade Reading Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA4.P25\",\"name\":\"LLECE:
Distribution of 4th Grade Reading Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA4.P50\",\"name\":\"LLECE:
Distribution of 4th Grade Reading Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA4.P75\",\"name\":\"LLECE:
Distribution of 4th Grade Reading Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA4.P90\",\"name\":\"LLECE:
Distribution of 4th Grade Reading Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. 1997 scores were calculated on a scale
with a mean of 250 points and a standard deviation of 50 points. 4th grade
students were only assessed in 1997. Data reflects country performance in
the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6\",\"name\":\"LLECE:
Mean performance on the reading scale for 6th grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade reading assessment.
Means were calculated on a scale with a mean of 500 and a standard deviation
of 100 points. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA6.0\",\"name\":\"LLECE: 6th grade students by
reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students below the
lowest proficiency level (scoring below 299.59) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.0.FE\",\"name\":\"LLECE:
Female 6th grade students by reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students below
the lowest proficiency level (scoring below 299.59) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.0.MA\",\"name\":\"LLECE:
Male 6th grade students by reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students below
the lowest proficiency level (scoring below 299.59) on the LLECE reading scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.1\",\"name\":\"LLECE:
6th grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level
1, students can locate information with a single meaning in a prominent or
central part of the text (beginning or end) that is repeated literally or
synonymously and is isolated from other information. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.1.FE\",\"name\":\"LLECE:
Female 6th grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 299.59 but lower than 424.54 points on the LLECE reading scale. At
Level 1, students can locate information with a single meaning in a prominent
or central part of the text (beginning or end) that is repeated literally
or synonymously and is isolated from other information. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.1.MA\",\"name\":\"LLECE:
Male 6th grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 299.59 but lower than 424.54 points on the LLECE reading scale. At
Level 1, students can locate information with a single meaning in a prominent
or central part of the text (beginning or end) that is repeated literally
or synonymously and is isolated from other information. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.2\",\"name\":\"LLECE:
6th grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level
2, students can 1) locate information in the middle of a text that must be
distinguished from a different piece of information found in a different segment;
and 2) identify words with a single meaning. Data reflects country performance
in the stated year according to LLECE reports. Consult the LLECE website for
more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.2.FE\",\"name\":\"LLECE:
Female 6th grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 424.54 but lower than 513.66 points on the LLECE reading scale. At
Level 2, students can 1) locate information in the middle of a text that must
be distinguished from a different piece of information found in a different
segment; and 2) identify words with a single meaning. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.2.MA\",\"name\":\"LLECE:
Male 6th grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 424.54 but lower than 513.66 points on the LLECE reading scale. At
Level 2, students can 1) locate information in the middle of a text that must
be distinguished from a different piece of information found in a different
segment; and 2) identify words with a single meaning. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.3\",\"name\":\"LLECE:
6th grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level
3, students can 1) locate information and separate it from other nearby information;
2) interpret reformulations and syntheses; 3) integrate data distributed across
a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read
in search of specific data; 6) identify a single meaning in words that have
several meanings; 7) recognize the meaning of parts of words (affixes) using
the text as a reference. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.3.FE\",\"name\":\"LLECE:
Female 6th grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 513.66 but lower than 593.59 points on the LLECE reading scale. At
Level 3, students can 1) locate information and separate it from other nearby
information; 2) interpret reformulations and syntheses; 3) integrate data
distributed across a paragraph; 4) reinstate implicit information in the paragraph;
5) re-read in search of specific data; 6) identify a single meaning in words
that have several meanings; 7) recognize the meaning of parts of words (affixes)
using the text as a reference. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.3.MA\",\"name\":\"LLECE:
Male 6th grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 513.66 but lower than 593.59 points on the LLECE reading scale. At
Level 3, students can 1) locate information and separate it from other nearby
information; 2) interpret reformulations and syntheses; 3) integrate data
distributed across a paragraph; 4) reinstate implicit information in the paragraph;
5) re-read in search of specific data; 6) identify a single meaning in words
that have several meanings; 7) recognize the meaning of parts of words (affixes)
using the text as a reference. Data reflects country performance in the stated
year according to LLECE reports. Consult the LLECE website for more detailed
information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.4\",\"name\":\"LLECE:
6th grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 593.59 points on the LLECE reading scale. At Level 4, students can 1)
integrate, rank and generalize information distributed across the text; 2)
establish equivalences among more than two codes (verbal, numerical and graphic);
3) reinstate implicit information associated with the entire text; 4) recognize
the possible meanings of technical terms or figurative language; 5) distinguish
various tenses and nuances (certainty, doubt) used in a text. Data reflects
country performance in the stated year according to LLECE reports. Consult
the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.4.FE\",\"name\":\"LLECE:
Female 6th grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 593.59 points on the LLECE reading scale. At Level 4, students can
1) integrate, rank and generalize information distributed across the text;
2) establish equivalences among more than two codes (verbal, numerical and
graphic); 3) reinstate implicit information associated with the entire text;
4) recognize the possible meanings of technical terms or figurative language;
5) distinguish various tenses and nuances (certainty, doubt) used in a text.
Data reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.4.MA\",\"name\":\"LLECE:
Male 6th grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 593.59 points on the LLECE reading scale. At Level 4, students can
1) integrate, rank and generalize information distributed across the text;
2) establish equivalences among more than two codes (verbal, numerical and
graphic); 3) reinstate implicit information associated with the entire text;
4) recognize the possible meanings of technical terms or figurative language;
5) distinguish various tenses and nuances (certainty, doubt) used in a text.
Data reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.FE\",\"name\":\"LLECE:
Mean performance on the reading scale for 6th grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade reading assessment
for female students. Means were calculated on a scale with a mean of 500 and
a standard deviation of 100 points. Data reflects country performance in the
stated year according to LLECE reports. Consult the LLECE website for more
detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA6.MA\",\"name\":\"LLECE: Mean performance on the
reading scale for 6th grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade reading assessment
for male students. Means were calculated on a scale with a mean of 500 and
a standard deviation of 100 points. Data reflects country performance in the
stated year according to LLECE reports. Consult the LLECE website for more
detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.REA6.P10\",\"name\":\"LLECE: Distribution of 6th
Grade Reading Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.P25\",\"name\":\"LLECE:
Distribution of 6th Grade Reading Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.P50\",\"name\":\"LLECE:
Distribution of 6th Grade Reading Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.P75\",\"name\":\"LLECE:
Distribution of 6th Grade Reading Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.REA6.P90\",\"name\":\"LLECE:
Distribution of 6th Grade Reading Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6\",\"name\":\"LLECE:
Mean performance on the science scale for 6th grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade science assessment.
Means were calculated on a scale with a mean of 500 and a standard deviation
of 100 points. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.SCI6.0\",\"name\":\"LLECE: 6th grade students by
science proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students below the
lowest proficiency level (scoring below 351.31) on the LLECE science scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.0.FE\",\"name\":\"LLECE:
Female 6th grade students by science proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students below
the lowest proficiency level (scoring below 351.31) on the LLECE science scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.0.MA\",\"name\":\"LLECE:
Male 6th grade students by science proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students below
the lowest proficiency level (scoring below 351.31) on the LLECE science scale.
Students below Level 1 have not been able to acquire the abilities required
in Level I. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.1\",\"name\":\"LLECE:
6th grade students by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 351.31 but lower than 472.06 points on the LLECE science scale. At Level
1, students can 1) relate scientific knowledge to daily situations that are
of common occurrence in their context; 2) explain their immediate world based
on their own experiences and observations, and establish a simple and lineal
relation with previously acquired scientific knowledge; and 3) describe concrete
and simple events involving cognitive processes such as remembering, evoking
and identifying. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.1.FE\",\"name\":\"LLECE:
Female 6th grade students by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 351.31 but lower than 472.06 points on the LLECE science scale. At
Level 1, students can 1) relate scientific knowledge to daily situations that
are of common occurrence in their context; 2) explain their immediate world
based on their own experiences and observations, and establish a simple and
lineal relation with previously acquired scientific knowledge; and 3) describe
concrete and simple events involving cognitive processes such as remembering,
evoking and identifying. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.1.MA\",\"name\":\"LLECE:
Male 6th grade students by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 351.31 but lower than 472.06 points on the LLECE science scale. At
Level 1, students can 1) relate scientific knowledge to daily situations that
are of common occurrence in their context; 2) explain their immediate world
based on their own experiences and observations, and establish a simple and
lineal relation with previously acquired scientific knowledge; and 3) describe
concrete and simple events involving cognitive processes such as remembering,
evoking and identifying. Data reflects country performance in the stated year
according to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.2\",\"name\":\"LLECE:
6th grade students by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 472.06 but lower than 590.29 points on the LLECE science scale. At Level
2, students can 1) apply school-acquired scientific knowledge; 2) compare,
organize and interpret information presented in various formats (tables, charts,
graphs, pictures); 3) identify causality relations and classify living beings
according to a given criterion; 4) access information presented in different
formats, which requires the use of much more complex skills than required
in Level 1. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.2.FE\",\"name\":\"LLECE:
Female 6th grade students by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 472.06 but lower than 590.29 points on the LLECE science scale. At
Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare,
organize and interpret information presented in various formats (tables, charts,
graphs, pictures); 3) identify causality relations and classify living beings
according to a given criterion; 4) access information presented in different
formats, which requires the use of much more complex skills than required
in Level 1. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.2.MA\",\"name\":\"LLECE:
Male 6th grade students by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 472.06 but lower than 590.29 points on the LLECE science scale. At
Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare,
organize and interpret information presented in various formats (tables, charts,
graphs, pictures); 3) identify causality relations and classify living beings
according to a given criterion; 4) access information presented in different
formats, which requires the use of much more complex skills than required
in Level 1. Data reflects country performance in the stated year according
to LLECE reports. Consult the LLECE website for more detailed information:
http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin American Laboratory
for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.3\",\"name\":\"LLECE:
6th grade students by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 590.29 but lower than 704.75 points on the LLECE science scale. At Level
3, students can 1) explain everyday situations on the basis of scientific
evidence; 2) use simple descriptive models to interpret natural phenomena;
and 3) draw conclusions from the description of experimental activities. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.3.FE\",\"name\":\"LLECE:
Female 6th grade students by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.3.MA\",\"name\":\"LLECE:
Male 6th grade students by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 590.29 but lower than 704.75 points on the LLECE science scale. At
Level 3, students can 1) explain everyday situations on the basis of scientific
evidence; 2) use simple descriptive models to interpret natural phenomena;
and 3) draw conclusions from the description of experimental activities. Data
reflects country performance in the stated year according to LLECE reports.
Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.4\",\"name\":\"LLECE:
6th grade students by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
least 704.75 points on the LLECE science scale. At Level 4, students can 1)
use and transfer scientific knowledge to diverse types of situations, which
requires a high degree of formalization and abstraction and 2) identify the
scientific knowledge involved in a problem that is more formally stated and
may relate to aspects, dimensions or analyses detached from the immediate
setting. Data reflects country performance in the stated year according to
LLECE reports. Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.4.FE\",\"name\":\"LLECE:
Female 6th grade students by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at least 704.75 points on the LLECE science scale. At Level 4, students can
1) use and transfer scientific knowledge to diverse types of situations, which
requires a high degree of formalization and abstraction and 2) identify the
scientific knowledge involved in a problem that is more formally stated and
may relate to aspects, dimensions or analyses detached from the immediate
setting. Data reflects country performance in the stated year according to
LLECE reports. Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.4.MA\",\"name\":\"LLECE:
Male 6th grade students by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at least 704.75 points on the LLECE science scale. At Level 4, students can
1) use and transfer scientific knowledge to diverse types of situations, which
requires a high degree of formalization and abstraction and 2) identify the
scientific knowledge involved in a problem that is more formally stated and
may relate to aspects, dimensions or analyses detached from the immediate
setting. Data reflects country performance in the stated year according to
LLECE reports. Consult the LLECE website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.FE\",\"name\":\"LLECE:
Mean performance on the science scale for 6th grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade science assessment
for female students. Means were calculated on a scale with a mean of 500 and
a standard deviation of 100 points. Data reflects country performance in the
stated year according to LLECE reports. Consult the LLECE website for more
detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.SCI6.MA\",\"name\":\"LLECE: Mean performance on the
science scale for 6th grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score on the 6th grade science assessment
for male students. Means were calculated on a scale with a mean of 500 and
a standard deviation of 100 points. Data reflects country performance in the
stated year according to LLECE reports. Consult the LLECE website for more
detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.LLECE.SCI6.P10\",\"name\":\"LLECE: Distribution of 6th
Grade Science Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.P25\",\"name\":\"LLECE:
Distribution of 6th Grade Science Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.P50\",\"name\":\"LLECE:
Distribution of 6th Grade Science Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.P75\",\"name\":\"LLECE:
Distribution of 6th Grade Science Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.LLECE.SCI6.P90\",\"name\":\"LLECE:
Distribution of 6th Grade Science Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Scores were calculated on a scale with
a mean of 500 and a standard deviation of 100 points. Data reflects country
performance in the stated year according to LLECE reports. Consult the LLECE
website for more detailed information: http:\\/\\/www.llece.org\\/\",\"sourceOrganization\":\"Latin
American Laboratory for Assessment of the Quality of Education (LLECE)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P05\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to PASEC. 2004-2005 PASEC data is only comparable with
other country data from 2004-2005. 2006-2010 data is not comparable with data
from 2004-2005. Consult the PASEC website for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P10\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P25\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P50\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P75\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P90\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE.P95\",\"name\":\"PASEC:
Distribution of 5th Grade French Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.FRE5\",\"name\":\"PASEC:
Mean performance on the French language scale (100 points) for 5th grade students,
total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Mean
percentage correct for 5th grade students on the French language exam. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.FE\",\"name\":\"PASEC: Mean performance on the
French language scale (100 points) for 5th grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean percentage correct for 5th grade female
students on the French language exam. Average differences are only significant
between males and females in Benin, Burkina Faso, Democratic Republic of Congo,
and Burundi. Since comparison is suggested by giving average scores for males\\/females,
please take into account that these are only raw effects of gender. PASEC
uses econometric models to validate the effect of gender in achievement. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.HIG\",\"name\":\"PASEC: 5th grade students above
the Knowledge Base Rate on the French language scale (above 40% of answers
correct) (%), total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of students scoring at least 40 percent on the PASEC French language exam.
The Knowledge Base Rate is the minimum learning goal based on the programs
of the level selected and appropriate to the scale of the tests used. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.HIG.FE\",\"name\":\"PASEC: 5th grade students
above the Knowledge Base Rate on the French language scale (above 40% of answers
correct) (%), female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of female students scoring at least 40 percent on the PASEC French language
exam. The Knowledge Base Rate is the minimum learning goal based on the programs
of the level selected and appropriate to the scale of the tests used. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.HIG.MA\",\"name\":\"PASEC: 5th grade students
above the Knowledge Base Rate on the French language scale (above 40% of answers
correct) (%), male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of male students scoring at least 40 percent on the PASEC French language
exam. The Knowledge Base Rate is the minimum learning goal based on the programs
of the level selected and appropriate to the scale of the tests used. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.LO\",\"name\":\"PASEC: 5th grade students at
the lowest level of proficiency on the French language scale (less than 25%
of answers correct) (%), total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of students scoring less than 25 percent
on the PASEC French language exam. The Failure Rate is the score a pupil could
obtain by completing the PASEC test randomly. Data reflects country performance
in the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.LO.FE\",\"name\":\"PASEC: 5th grade students
at the lowest level of proficiency on the French language scale (less than
25% of answers correct) (%), female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of female students scoring less than
25 percent on the PASEC French language exam. The Failure Rate is the score
a pupil could obtain by completing the PASEC test randomly. Data reflects
country performance in the stated year according to PASEC. 2004-2005 PASEC
data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.LO.MA\",\"name\":\"PASEC: 5th grade students
at the lowest level of proficiency on the French language scale (less than
25% of answers correct) (%), male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of male students scoring less than 25
percent on the PASEC French language exam. The Failure Rate is the score a
pupil could obtain by completing the PASEC test randomly. Data reflects country
performance in the stated year according to PASEC. 2004-2005 PASEC data is
only comparable with other country data from 2004-2005. 2006-2010 data is
not comparable with data from 2004-2005. Consult the PASEC website for more
detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.FRE5.MA\",\"name\":\"PASEC: Mean performance on the
French language scale (100 points) for 5th grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean percentage correct for 5th male grade
students on the French language exam. Average differences are only significant
between males and females in Benin, Burkina Faso, Democratic Republic of Congo
and Burundi. Since comparison is suggested by giving average scores for males\\/females,
please take into account that these are only raw effects of gender. PASEC
uses econometric models to validate the effect of gender in achievement. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT.2\",\"name\":\"PASEC: Mean performance on the
mathematics scale for 2nd grade students. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 2 students on the PASEC
mathemathics scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.ADD1\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the addition problem:
8+5\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.ADD2\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the addition problem:
14+23\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.ADD3\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the addition problem:
39+26\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.CNT.0T60\",\"name\":\"PASEC:
Distribution of 2nd grade students by last number reached when counting out
loud. 0 to 60\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 2nd grade students who could not reach 61 when counting out loud. Counting
requires students to know the numbers and understand the organization of the
number sequence. It is an important prerequisite to acquire basic number concepts.
The test administrator asked the pupils to start counting from one and up
to the greatest possible number, meaning until they make their first mistake,
hesitate for more than 5 seconds on a number or until 2 minutes have passed.
The test administrator enters the last number read correctly or reached after
2 minutes have gone by. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.CNT.61T80\",\"name\":\"PASEC:
Distribution of 2nd grade students by last number reached when counting out
loud. 61 to 80\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 2nd grade students who counted to at least 61 but not beyond 80. Counting
requires students to know the numbers and understand the organization of the
number sequence. It is an important prerequisite to acquire basic number concepts.
The test administrator asked the pupils to start counting from one and up
to the greatest possible number, meaning until they make their first mistake,
hesitate for more than 5 seconds on a number or until 2 minutes have passed.
The test administrator enters the last number read correctly or reached after
2 minutes have gone by. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.CNT.80UP\",\"name\":\"PASEC:
Distribution of 2nd grade students by last number reached when counting out
loud. 80+\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 2nd grade students who could count beyond 80. Counting requires students
to know the numbers and understand the organization of the number sequence.
It is an important prerequisite to acquire basic number concepts. The test
administrator asked the pupils to start counting from one and up to the greatest
possible number, meaning until they make their first mistake, hesitate for
more than 5 seconds on a number or until 2 minutes have passed. The test administrator
enters the last number read correctly or reached after 2 minutes have gone
by. Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.FE\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 2nd grade students. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of female Grade 2 students on
the PASEC mathemathics scale. PASEC performance scales have an international
average of 500 points and a standard deviation of 100 points with all countries
being given equal weighting. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.L0\",\"name\":\"PASEC:
2nd grade students by mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring below
400.3 on the PASEC mathematics scale. Pupils belows level 1 do not display
the competencies measured by this test. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.L1\",\"name\":\"PASEC:
2nd grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 400.3 but lower than 489 on the PASEC mathematics scale. Students at
Level 1 have not passed the Sufficient Competency Threshold, but they have
developed their knowledge of the mathematical language and mastered the first
concepts of quantity (quantification, comparison) with objects and numbers
under twenty. They can appraise the relative size of objects, recognize simple
geometric shapes. They have developed an awareness of the first concepts of
spatial orientation (inside, outside). Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.L2\",\"name\":\"PASEC:
2nd grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 489 but lower than 577.7 on the PASEC mathematics scale. Students at
Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize
numbers up to one hundred, compare them, complete logical series and perform
operations (sums and subtractions) with numbers under fifty. They have developed
awareness of spatial orientation (below, above, beside). They have begun to
develop an ability to solve basic problems with numbers under twenty using
reasoning skills. Data were published for this indicator beginning with PASEC
2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.L3\",\"name\":\"PASEC:
2nd grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed
the Sufficient Competency Threshold. Students at this level have mastered
the oral number sequence (counting up to sixty in two minutes) and are able
to compare numbers, complete logical series and perform operations (sums and
subtractions) with numbers over fifty. They can solve basic problems with
numbers under twenty using reasoning skills. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.MA\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 2nd grade students. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of male Grade 2 students on the
PASEC mathemathics scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.MG.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in multigrade and standard
classes. Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference in scores between students in multigrade classes and standard classes.
Standard classes have one full-time teacher per class\\/grade, and multigrade
classes have pupils from different grades in a single pedagogical group with
a single teacher. See footnotes for the statistical significance of each data
point. Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.NPP\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 2nd grade students who did not
attend pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 2 students who did not
attend any form of pre-primary education. PASEC performance scales have an
international average of 500 points and a standard deviation of 100 points
with all countries being given equal weighting. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P05\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P1\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 1st Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 1st percentile score is the score below
which 1 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P10\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P25\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P50\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P75\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P90\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P95\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 95 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.P99\",\"name\":\"PASEC:
Distribution of 2nd grade mathematics scores: 99th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 99th percentile score is the score below
which 99 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.PP\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 2nd grade students who attended
pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of Grade 2 students who attended any form of pre-primary education.
PASEC performance scales have an international average of 500 points and a
standard deviation of 100 points with all countries being given equal weighting.
Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.PP.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students who attended\\/did not
attend pre-primary education. Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average difference in scores between students
in who attended or did not attend any form of pre-primary education. See footnotes
for the statistical significance of each data point. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.PRI.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in private and public education.
Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in private and public educational institutions
controlling for the territorial planning index, which is calculated based
on the availability of the following infrastructure and services: a paved
road; electricity; a lower secondary school; an upper secondary school; a
hospital; a medical or healthcare center; a police station; a bank; a savings
bank; a post office; and a cultural center or library. When public and private
schools are located in areas with similar infrastructure and service levels
as measured by the territorial planning index, the gaps between pupils\u2019
scores tend to be smaller. See footnotes for the statistical significance
of each data point. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.RU.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in rural and urban areas.
Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in rural and urban areas controlling for the
territorial planning index, which is calculated based on the availability
of the following infrastructure and services: a paved road; electricity; a
lower secondary school; an upper secondary school; a hospital; a medical or
healthcare center; a police station; a bank; a savings bank; a post office;
and a cultural center or library. When urban and rural schools are located
in areas with similar infrastructure and service levels as measured by the
territorial planning index, the gaps between pupils\u2019 scores tend to be
smaller. Urban areas include towns and town suburbs, and rural areas include
large villages (several hundred family lots) and small villages (up to one
hundred family lots). These urban\\/rural definitions are standard across
countries to facilitate the comparison of trends from one country to another.
See footnotes for the statistical significance of each data point. Data were
published for this indicator beginning with PASEC 2014. Consult the PASEC
website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.SUB1\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the subtraction problem:
13-7\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.SUB2\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the subtraction problem:
34-11\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.2.SUB3\",\"name\":\"PASEC:
Percentage of 2nd grade students correcting answering the subtraction problem:
50-18\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of 2nd grade students correctly answering the stated problem. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 6th grade students. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 6 students on the PASEC
mathemathics scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.FE\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 6th grade students. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of female Grade 6 students on
the PASEC mathemathics scale. PASEC performance scales have an international
average of 500 points and a standard deviation of 100 points with all countries
being given equal weighting. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.L0\",\"name\":\"PASEC:
6th grade students by mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students who scored below
433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to
correctly answer a majority of the most basic test questions; these pupils
do not display the competencies measured by this test. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.L1\",\"name\":\"PASEC:
6th grade students by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level
1 have not reached the Sufficient Competency Threshold, but they can answer
very brief questions by calling upon factual knowledge or a specific procedure.
In arithmetic, they are able to carry out the four basic operations with whole
numbers. In measurement, they recognize the length measurement unit: the meter.
In geometry, they are able to orientate themselves in space by identifying
directions and positions and by reading coordinates on a graph. Data were
published for this indicator beginning with PASEC 2014. Consult the PASEC
website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.L2\",\"name\":\"PASEC:
6th grade students by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level
2 have reached the Sufficient Competency Threshold, and are able to answer
brief arithmetic, measurement and geometry questions by resorting to the three
assessed processes: knowing, applying and reasoning. Some questions call on
factual knowledge or a scientific approach; others require analysis of a situation
prior to determining the appropriate approach. In arithmetic, students can
perform operations with decimal numbers and can also solve familiar problems
by analyzing the wording of the question or extracting data from a double-entry
table. They know how to complete logical series with decimal numbers or fractions.
In measurement, pupils can tell the time and convert units of measurement
with or without a conversion table. They are also able to solve arithmetic
problems involving operations with units of length or days, hours and minutes.
In geometry, pupils know the names of certain solids, basic geometric shapes
and some characteristic lines (diagonal, median). Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.L3\",\"name\":\"PASEC:
6th grade students by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring at least
609.6 on the PASEC mathematics scale. Students at Level 3 have reached the
Sufficient Competency Threshold. They are able to answer arithmetic and measurement
questions that require them to analyze situations and decide on the appropriate
approach. In arithmetic, they can solve problems involving fractions or decimal
numbers, and in measurement, they can solve problems involving surface area
or perimeter calculations. Pupils can find data on a diagram prior to calculating
distances. They are also able to perform calculations and conversions involving
hours, minutes and seconds. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.MA\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 6th grade students. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of male Grade 6 students on the
PASEC mathemathics scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.MG.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in multigrade and standard
classes. Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference in scores between students in multigrade classes and standard classes.
Standard classes have one full-time teacher per class\\/grade, and multigrade
classes have pupils from different grades in a single pedagogical group with
a single teacher. See footnotes for the statistical significance of each data
point. Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.NPP\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 6th grade students who did not
attend pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 6 students who did not
attend any form of pre-primary education. PASEC performance scales have an
international average of 500 points and a standard deviation of 100 points
with all countries being given equal weighting. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P05\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P1\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 1st Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 1st percentile score is the score below
which 1 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P10\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P25\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P50\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P75\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P90\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P95\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 95 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.P99\",\"name\":\"PASEC:
Distribution of 6th grade mathematics scores: 99th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 99th percentile score is the score below
which 99 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.PP\",\"name\":\"PASEC:
Mean performance on the mathematics scale for 6th grade students who attended
pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of Grade 6 students who attended any form of pre-primary education.
PASEC performance scales have an international average of 500 points and a
standard deviation of 100 points with all countries being given equal weighting.
Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.PP.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students who attended\\/did not
attend pre-primary education. Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average difference in scores between students
in who attended or did not attend any form of pre-primary education. See footnotes
for the statistical significance of each data point. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.PRI.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in private and public education.
Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in private and public educational institutions
controlling for the socioeconomic index and the territorial planning index,
which is calculated based on the availability of the following infrastructure
and services: a paved road; electricity; a lower secondary school; an upper
secondary school; a hospital; a medical or healthcare center; a police station;
a bank; a savings bank; a post office; and a cultural center or library. When
public and private schools are located in areas with similar infrastructure
and service levels as measured by the territorial planning index, the gaps
between pupils\u2019 scores tend to be smaller. See footnotes for the statistical
significance of each data point. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.6.RU.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in rural and urban areas.
Mathematics\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in rural and urban areas controlling for the
socioeconomic index and the territorial planning index, which is calculated
based on the availability of the following infrastructure and services: a
paved road; electricity; a lower secondary school; an upper secondary school;
a hospital; a medical or healthcare center; a police station; a bank; a savings
bank; a post office; and a cultural center or library. When urban and rural
schools are located in areas with similar infrastructure and service levels
as measured by the territorial planning index, the gaps between pupils\u2019
scores tend to be smaller. Urban areas include towns and town suburbs, and
rural areas include large villages (several hundred family lots) and small
villages (up to one hundred family lots). These urban\\/rural definitions
are standard across countries to facilitate the comparison of trends from
one country to another. See footnotes for the statistical significance of
each data point. Data were published for this indicator beginning with PASEC
2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P05\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to PASEC. 2004-2005 PASEC data is only comparable with
other country data from 2004-2005. 2006-2010 data is not comparable with data
from 2004-2005. Consult the PASEC website for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P10\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P25\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P50\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P75\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P90\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT.P95\",\"name\":\"PASEC:
Distribution of 5th Grade Mathematics Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[]},{\"id\":\"LO.PASEC.MAT5\",\"name\":\"PASEC:
Mean performance on the mathematics scale (100 points) for 5th grade students,
total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Mean
percentage correct for 5th grade students on the mathematics exam. Data reflects
country performance in the stated year according to PASEC. 2004-2005 PASEC
data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.FE\",\"name\":\"PASEC: Mean performance on the
mathematics scale (100 points) for 5th grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean percentage correct for female 5th grade
students on the mathematics exam. Average differences are only significant
between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi,
Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average
scores for males\\/females, please take into account that these are only raw
effects of gender. PASEC uses econometric models to validate the effect of
gender in achievement. Data reflects country performance in the stated year
according to PASEC. 2004-2005 PASEC data is only comparable with other country
data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005.
Consult the PASEC website for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.HIG\",\"name\":\"PASEC: 5th grade students above
the Knowledge Base Rate on the mathematics scale (above 40% of answers correct)
(%), total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of students scoring at least 40 percent on the PASEC mathematics exam. The
Knowledge Base Rate is the minimum learning goal based on the programs of
the level selected and appropriate to the scale of the tests used. Data reflects
country performance in the stated year according to PASEC. 2004-2005 PASEC
data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.HIG.FE\",\"name\":\"PASEC: 5th grade students
above the Knowledge Base Rate on the mathematics scale (above 40% of answers
correct) (%), female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of female students scoring at least 40 percent on the PASEC mathematics exam.
The Knowledge Base Rate is the minimum learning goal based on the programs
of the level selected and appropriate to the scale of the tests used. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.HIG.MA\",\"name\":\"PASEC: 5th grade students
above the Knowledge Base Rate on the mathematics scale (above 40% of answers
correct) (%), male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of male students scoring at least 40 percent on the PASEC mathematics exam.
The Knowledge Base Rate is the minimum learning goal based on the programs
of the level selected and appropriate to the scale of the tests used. Data
reflects country performance in the stated year according to PASEC. 2004-2005
PASEC data is only comparable with other country data from 2004-2005. 2006-2010
data is not comparable with data from 2004-2005. Consult the PASEC website
for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.LO\",\"name\":\"PASEC: 5th grade students at
the lowest level of proficiency on the mathematics scale (less than 25% of
answers correct) (%), total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of students scoring less than 25 percent
on the PASEC mathematics exam. The Failure Rate is the score a pupil could
obtain by completing the PASEC test randomly. Data reflects country performance
in the stated year according to PASEC. 2004-2005 PASEC data is only comparable
with other country data from 2004-2005. 2006-2010 data is not comparable with
data from 2004-2005. Consult the PASEC website for more detailed information:
http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.LO.FE\",\"name\":\"PASEC: 5th grade students
at the lowest level of proficiency on the mathematics scale (less than 25%
of answers correct) (%), female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of female students scoring less than
25 percent on the PASEC mathematics exam. The Failure Rate is the score a
pupil could obtain by completing the PASEC test randomly. Data reflects country
performance in the stated year according to PASEC. 2004-2005 PASEC data is
only comparable with other country data from 2004-2005. 2006-2010 data is
not comparable with data from 2004-2005. Consult the PASEC website for more
detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.LO.MA\",\"name\":\"PASEC: 5th grade students
at the lowest level of proficiency on the mathematics scale (less than 25%
of answers correct) (%), male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of male students scoring less than 25
percent on the PASEC mathematics exam. The Failure Rate is the score a pupil
could obtain by completing the PASEC test randomly. Data reflects country
performance in the stated year according to PASEC. 2004-2005 PASEC data is
only comparable with other country data from 2004-2005. 2006-2010 data is
not comparable with data from 2004-2005. Consult the PASEC website for more
detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.MAT5.MA\",\"name\":\"PASEC: Mean performance on the
mathematics scale (100 points) for 5th grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean percentage correct for male 5th grade
students on the mathematics exam. Average differences are only significant
between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi,
Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average
scores for males\\/females, please take into account that these are only raw
effects of gender. PASEC uses econometric models to validate the effect of
gender in achievement. Data reflects country performance in the stated year
according to PASEC. 2004-2005 PASEC data is only comparable with other country
data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005.
Consult the PASEC website for more detailed information: http:\\/\\/www.confemen.org\\/le-pasec\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEM Education Systems (PASEC)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PASEC.REA.2\",\"name\":\"PASEC: Mean performance on the
language scale for 2nd grade students. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 2 students on the PASEC
language scale. PASEC performance scales have an international average of
500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.FE\",\"name\":\"PASEC:
Mean performance on the language scale for 2nd grade students. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of female Grade 2 students on
the PASEC language scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.L0\",\"name\":\"PASEC:
2nd grade students by language proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring below
399.1 on the PASEC reading scale. Pupils below Level 1 do not display the
competencies measured by the PASEC reading test. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.L1\",\"name\":\"PASEC:
2nd grade students by language proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 399.1 but not higher than 469.5 on the PASEC reading scale. Students
at proficiency level 1 are classified as Early Readers who have not reached
the Sufficient Competency Threshold. Students at this level are able to understand
very short and familiar oral messages to recognize familiar objects. They
have great difficulty decoding written language and performing graphophonological
identification (letters, syllables, graphemes and phonemes). Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.L2\",\"name\":\"PASEC:
2nd grade students by language proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 469.5 but not higher than 540 on the PASEC reading scale. Students at
proficiency level 2 are classified as Emerging Readers who have not reached
the Sufficient Competency Threshold. These students are in the process of
developing the first basic links between the oral and written language. They
can perform basic graphophonological decoding, recognition and identification
tasks (letters, syllables, graphemes and phonemes). Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.L3\",\"name\":\"PASEC:
2nd grade students by language proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 540 but not higher than 610.4 on the PASEC reading scale. Students at
proficiency level 3 are classified as Novice Readers who have reached the
Sufficient Competency Threshold. These students have demonstrated their skills
at written language decoding, listening comprehension and reading comprehension.
They are able to identify the meaning of isolated words in reading comprehension,
and in listening comprehension, they are able to understand explicit information
in a short passage containing familiar vocabulary. They have developed links
between oral and written language thus improving their decoding skills and
expanding their vocabulary. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.L4\",\"name\":\"PASEC:
2nd grade students by language proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students scoring at
least 610.4 on the PASEC reading scale. Students at proficiency level 4 are
classified as Intermediate Readers who have reached the Sufficient Competency
Threshold. These students have acquired written language decoding and listening
comprehension competencies that enable them to understand explicit information
in words, sentences and short passages. They can combine their decoding skills
and their mastery of the oral language to grasp the literal meaning of a short
passage. Data were published for this indicator beginning with PASEC 2014.
Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.LTR.0T5\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of letters read accurately
in one minute. 0 to 5 Letters\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read 5 or less letters per minute on the PASEC reading assessment. Pupils\u2019
ability to read letters of the alphabet correctly and quickly shows how well
pupils have mastered initial letter decoding skills. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.LTR.11T20\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of letters read accurately
in one minute. 11 to 20 Letters\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read 11 to 20 letters per minute on the PASEC reading assessment. Pupils\u2019
ability to read letters of the alphabet correctly and quickly shows how well
pupils have mastered initial letter decoding skills. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.LTR.20UP\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of letters read accurately
in one minute. 20+ Letters\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read more than 20 letters per minute on the PASEC reading assessment. Pupils\u2019
ability to read letters of the alphabet correctly and quickly shows how well
pupils have mastered initial letter decoding skills. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.LTR.6T10\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of letters read accurately
in one minute. 6 to 10 Letters\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read 6 to 10 letters per minute on the PASEC reading assessment. Pupils\u2019
ability to read letters of the alphabet correctly and quickly shows how well
pupils have mastered initial letter decoding skills. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.MA\",\"name\":\"PASEC:
Mean performance on the language scale for 2nd grade students. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of male Grade 2 students on the
PASEC language scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.MG.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in multigrade and standard
classes. Language\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference in scores between students in multigrade classes and standard classes.
Standard classes have one full-time teacher per class\\/grade, and multigrade
classes have pupils from different grades in a single pedagogical group with
a single teacher. See footnotes for the statistical significance of each data
point. Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.NPP\",\"name\":\"PASEC:
Mean performance on the language scale for 2nd grade students who did not
attend pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 2 students who did not
attend any form of pre-primary education. PASEC performance scales have an
international average of 500 points and a standard deviation of 100 points
with all countries being given equal weighting. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P05\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P1\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 1st Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 1st percentile score is the score below
which 1 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P10\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P25\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P50\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P75\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P90\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P95\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 95 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.P99\",\"name\":\"PASEC:
Distribution of 2nd grade language scores: 99th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 99th percentile score is the score below
which 99 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.PP\",\"name\":\"PASEC:
Mean performance on the language scale for 2nd grade students who attended
pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of Grade 2 students who attended any form of pre-primary education.
PASEC performance scales have an international average of 500 points and a
standard deviation of 100 points with all countries being given equal weighting.
Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.PP.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students who attended\\/did not
attend pre-primary education. Language\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average difference in scores between students
in who attended or did not attend any form of pre-primary education. See footnotes
for the statistical significance of each data point. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.PRI.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in private and public education.
Language\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in private and public educational institutions
controlling for the territorial planning index, which is calculated based
on the availability of the following infrastructure and services: a paved
road; electricity; a lower secondary school; an upper secondary school; a
hospital; a medical or healthcare center; a police station; a bank; a savings
bank; a post office; and a cultural center or library. When public and private
schools are located in areas with similar infrastructure and service levels
as measured by the territorial planning index, the gaps between pupils\u2019
scores tend to be smaller. See footnotes for the statistical significance
of each data point. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.RU.GAP\",\"name\":\"PASEC:
Average performance gap between 2nd grade students in rural and urban areas.
Language\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in rural and urban areas controlling for the
territorial planning index, which is calculated based on the availability
of the following infrastructure and services: a paved road; electricity; a
lower secondary school; an upper secondary school; a hospital; a medical or
healthcare center; a police station; a bank; a savings bank; a post office;
and a cultural center or library. When urban and rural schools are located
in areas with similar infrastructure and service levels as measured by the
territorial planning index, the gaps between pupils\u2019 scores tend to be
smaller. Urban areas include towns and town suburbs, and rural areas include
large villages (several hundred family lots) and small villages (up to one
hundred family lots). These urban\\/rural definitions are standard across
countries to facilitate the comparison of trends from one country to another.
See footnotes for the statistical significance of each data point. Data were
published for this indicator beginning with PASEC 2014. Consult the PASEC
website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.WRD.0\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of words read accurately
in one minute. 0 Words\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 2nd grade students who accurately read zero words within one minute. The
exercise requires pupils to read isolated, familiar and mostly irregular words
to determine which pupils have developed sufficient written language decoding
skills to adopt a lexical approach to reading. Pupils have up to five seconds
to read each word; This time limit ensures that students are not decoding
words through the sub-lexical assembly process. Data were published for this
indicator beginning with PASEC 2014. Consult the PASEC website for more detailed
information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.WRD.11T20\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of words read accurately
in one minute. 11 to 20 Words\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read 11 to 20 words within one minute. The exercise requires pupils to read
isolated, familiar and mostly irregular words to determine which pupils have
developed sufficient written language decoding skills to adopt a lexical approach
to reading. Pupils have up to five seconds to read each word; This time limit
ensures that students are not decoding words through the sub-lexical assembly
process. Data were published for this indicator beginning with PASEC 2014.
Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.WRD.1T5\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of words read accurately
in one minute. 1 to 5 Words\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read 1 to 5 words within one minute. The exercise requires pupils to read
isolated, familiar and mostly irregular words to determine which pupils have
developed sufficient written language decoding skills to adopt a lexical approach
to reading. Pupils have up to five seconds to read each word; This time limit
ensures that students are not decoding words through the sub-lexical assembly
process. Data were published for this indicator beginning with PASEC 2014.
Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.WRD.20UP\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of words read accurately
in one minute. 20+ Words\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 2nd grade students who accurately
read more than 20 words within one minute. The exercise requires pupils to
read isolated, familiar and mostly irregular words to determine which pupils
have developed sufficient written language decoding skills to adopt a lexical
approach to reading. Pupils have up to five seconds to read each word; This
time limit ensures that students are not decoding words through the sub-lexical
assembly process. Data were published for this indicator beginning with PASEC
2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.2.WRD.6T10\",\"name\":\"PASEC:
Distribution of 2nd grade students by average number of words read accurately
in one minute. 6 to 10 Words\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6\",\"name\":\"PASEC:
Mean performance on the reading scale for 6th grade students. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of Grade 6 students on the PASEC
reading scale. PASEC performance scales have an international average of 500
points and a standard deviation of 100 points with all countries being given
equal weighting. Data were published for this indicator beginning with PASEC
2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.FE\",\"name\":\"PASEC:
Mean performance on the reading scale for 6th grade students. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of female Grade 6 students on
the PASEC reading scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.L0\",\"name\":\"PASEC:
6th grade students by reading proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring below 365
on the PASEC reading scale. Pupils below Level 1 are not able to correctly
answer a majority of the most basic test questions; Pupils at this level do
not display the competencies measured by this test. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.L1\",\"name\":\"PASEC:
6th grade students by reading proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 365 but lower than 441.7 on the PASEC reading scale. Students at level
1 have not achieved the Sufficient Competency Threshold. They have developed
decoding skills and can draw on them to understand isolated words taken from
their everyday lives but are in difficulty when it comes to understanding
the meaning of short and simple texts. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.L2\",\"name\":\"PASEC:
6th grade students by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level
2 have not achieved the Sufficient Competency Threshold, but they can draw
on their orthographic decoding skills to identify and understand isolated
words taken from their everyday lives. They are also able to paraphrase explicit
information from a text and locate information in short and medium length
texts by identifying clues in the text and questions. Data were published
for this indicator beginning with PASEC 2014. Consult the PASEC website for
more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.L3\",\"name\":\"PASEC:
6th grade students by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level
3 have achieved the Sufficient Competency Threshold. They are able to combine
two pieces of explicit information from a document and carry out simple inferences
in a narrative or informative text. They can extract implicit information
from written material while giving meaning to implicit connectors, anaphora
or referents. Students can also locate explicit information in long texts
and discontinuous documents. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.L4\",\"name\":\"PASEC:
6th grade students by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of 6th grade students scoring higher
than 595.1 on the PASEC reading scale. Students at level 4 have achieved the
Sufficient Competency Threshold and have an overall understanding of narrative
passages, informative texts and documents. They are able to interpret several
implicit ideas in these texts while drawing from their experience and knowledge.
When reading literary texts, pupils can to identify the author\u2019s intention,
determine implicit meaning and interpret characters\u2019 feelings. When reading
informative texts and documents, they can connect information and compare
data prior to using it. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.MA\",\"name\":\"PASEC:
Mean performance on the reading scale for 6th grade students. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of male Grade 6 students on the
PASEC reading scale. PASEC performance scales have an international average
of 500 points and a standard deviation of 100 points with all countries being
given equal weighting. Data were published for this indicator beginning with
PASEC 2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.MG.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in multigrade and standard
classes. Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference in scores between students in multigrade classes and standard classes.
Standard classes have one full-time teacher per class\\/grade, and multigrade
classes have pupils from different grades in a single pedagogical group with
a single teacher. See footnotes for the statistical significance of each data
point. Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.NPP\",\"name\":\"PASEC:
Mean performance on the reading scale for 6th grade students who did not attend
pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of Grade 6 students who did not attend any form of pre-primary education.
PASEC performance scales have an international average of 500 points and a
standard deviation of 100 points with all countries being given equal weighting.
Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P05\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P1\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 1st Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 1st percentile score is the score below
which 1 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P10\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P25\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P50\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P75\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P90\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P95\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 95 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.P99\",\"name\":\"PASEC:
Distribution of 6th grade reading scores: 99th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 99th percentile score is the score below
which 99 percent of students scored. Data were published for this indicator
beginning with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.PP\",\"name\":\"PASEC:
Mean performance on the reading scale for 6th grade students who attended
pre-primary education\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of Grade 6 students who attended any form of pre-primary education.
PASEC performance scales have an international average of 500 points and a
standard deviation of 100 points with all countries being given equal weighting.
Data were published for this indicator beginning with PASEC 2014. Consult
the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.PP.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students who attended\\/did not
attend pre-primary education. Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average difference in scores between students
in who attended or did not attend any form of pre-primary education. See footnotes
for the statistical significance of each data point. Data were published for
this indicator beginning with PASEC 2014. Consult the PASEC website for more
detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.PRI.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in private and public education.
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in private and public educational institutions
controlling for the socioeconomic index and the territorial planning index,
which is calculated based on the availability of the following infrastructure
and services: a paved road; electricity; a lower secondary school; an upper
secondary school; a hospital; a medical or healthcare center; a police station;
a bank; a savings bank; a post office; and a cultural center or library. When
public and private schools are located in areas with similar infrastructure
and service levels as measured by the territorial planning index, the gaps
between pupils\u2019 scores tend to be smaller. See footnotes for the statistical
significance of each data point. Data were published for this indicator beginning
with PASEC 2014. Consult the PASEC website for more detailed information:
http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PASEC.REA.6.RU.GAP\",\"name\":\"PASEC:
Average performance gap between 6th grade students in rural and urban areas.
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
difference between pupil scores in rural and urban areas controlling for the
socioeconomic index and the territorial planning index, which is calculated
based on the availability of the following infrastructure and services: a
paved road; electricity; a lower secondary school; an upper secondary school;
a hospital; a medical or healthcare center; a police station; a bank; a savings
bank; a post office; and a cultural center or library. When urban and rural
schools are located in areas with similar infrastructure and service levels
as measured by the territorial planning index, the gaps between pupils\u2019
scores tend to be smaller. Urban areas include towns and town suburbs, and
rural areas include large villages (several hundred family lots) and small
villages (up to one hundred family lots). These urban\\/rural definitions
are standard across countries to facilitate the comparison of trends from
one country to another. See footnotes for the statistical significance of
each data point. Data were published for this indicator beginning with PASEC
2014. Consult the PASEC website for more detailed information: http:\\/\\/www.pasec.confemen.org\\/\",\"sourceOrganization\":\"Programme
d'Analyse des Syst\xE8mes Educatifs de la CONFEMEN\\/Program for the Analysis
of CONFEMEN Education Systems (PASEC): http:\\/\\/www.pasec.confemen.org\\/\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT\",\"name\":\"PIAAC:
Mean Adult Literacy Proficiency. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population for the survey was the non institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.1\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 176 to less than
226 points on the 0 to 500 point scale. Most of the tasks at this level require
the respondent to read relatively short digital or print continuous, non-continuous,
or mixed texts to locate a single piece of information that is identical to
or synonymous with the information given in the question or directive. Some
tasks, such as those involving non-continuous texts, may require the respondent
to enter personal information onto a document. Little, if any, competing information
is present. Some tasks may require simple cycling through more than one piece
of information. Knowledge and skill in recognizing basic vocabulary determining
the meaning of sentences, and reading paragraphs of text is expected. The
target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The percentage
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of literacy-related non-respondents are taken into account.
Adults in this category were not able to complete the background questionnaire
due to language difficulties or learning and mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.2\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 226 to less than
276 points on the 0 to 500 point scale. At this level, the medium of texts
may be digital or printed, and texts may comprise continuous, non-continuous,
or mixed types. Tasks at this level require respondents to make matches between
the text and information, and may require paraphrasing or low-level inferences.
Some competing pieces of information may be present. Some tasks require the
respondent to either A) cycle through or integrate two or more pieces of information
based on criteria; B) compare and contrast or reason about information requested
in the question; or C) navigate within digital texts to access and identify
information from various parts of a document. The target population for the
survey was the non-institutionalized population, aged 16-65 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.3\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 276 to less than
326 points on the 0 to 500 point scale. Texts at this level are often dense
or lengthy, and include continuous, non-continuous, mixed, or multiple pages
of text. Understanding text and rhetorical structures become more central
to successfully completing tasks, especially navigating complex digital texts.
Tasks require the respondent to identify, interpret, or evaluate one or more
pieces of information, and often require varying levels of inference. Many
tasks require the respondent to construct meaning across larger chunks of
text or perform multi-step operations in order to identify and formulate responses.
Often tasks also demand that the respondent disregard irrelevant or inappropriate
content to answer accurately. Competing information is often present, but
it is not more prominent than the correct information. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.4\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 326 to less than
376 points on the 0 to 500 point scale. Tasks at this level often require
respondents to perform multiple-step operations to integrate, interpret, or
synthesize information from complex or lengthy continuous, non-continuous,
mixed, or multiple type texts. Complex inferences and application of background
knowledge may be needed to perform the task successfully. Many tasks require
identifying and understanding one or more specific, non-central idea(s) in
the text in order to interpret or evaluate subtle evidence-claim or persuasive
discourse relationships. Conditional information is frequently present in
tasks at this level and must be taken into consideration by the respondent.
Competing information is present and sometimes seemingly as prominent as correct
information. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.5\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring equal to or higher
than 376 points on the 0 to 500 point scale. At this level, tasks may require
the respondent to search for and integrate information across multiple, dense
texts; construct syntheses of similar and contrasting ideas or points of view;
or evaluate evidence based arguments. Application and evaluation of logical
and conceptual models of ideas may be required to accomplish tasks. Evaluating
reliability of evidentiary sources and selecting key information is frequently
a requirement. Tasks often require respondents to be aware of subtle, rhetorical
cues and to make high-level inferences or use specialized background knowledge.
The target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The percentage
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of literacy-related non-respondents are taken into account.
Adults in this category were not able to complete the background questionnaire
due to language difficulties or learning and mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.BE\",\"name\":\"PIAAC:
Adults by literacy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring below 176 points
on the 0 to 500 point scale. The tasks at this level require the respondent
to read brief texts on familiar topics to locate a single piece of specific
information. There is seldom any competing information in the text and the
requested information is identical in form to information in the question
or directive. The respondent may be required to locate information in short
continuous texts. However, in this case, the information can be located as
if the text were non-continuous in format. Only basic vocabulary knowledge
is required, and the reader is not required to understand the structure of
sentences or paragraphs or make use of other text features. Tasks below Level
1 do not make use of any features specific to digital texts. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE\",\"name\":\"PIAAC:
Mean Adult Literacy Proficiency. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population for the survey was the non institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.1\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 176 to
less than 226 points on the 0 to 500 point scale. Most of the tasks at this
level require the respondent to read relatively short digital or print continuous,
non-continuous, or mixed texts to locate a single piece of information that
is identical to or synonymous with the information given in the question or
directive. Some tasks, such as those involving non-continuous texts, may require
the respondent to enter personal information onto a document. Little, if any,
competing information is present. Some tasks may require simple cycling through
more than one piece of information. Knowledge and skill in recognizing basic
vocabulary determining the meaning of sentences, and reading paragraphs of
text is expected. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.2\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 226 to
less than 276 points on the 0 to 500 point scale. At this level, the medium
of texts may be digital or printed, and texts may comprise continuous, non-continuous,
or mixed types. Tasks at this level require respondents to make matches between
the text and information, and may require paraphrasing or low-level inferences.
Some competing pieces of information may be present. Some tasks require the
respondent to either A) cycle through or integrate two or more pieces of information
based on criteria; B) compare and contrast or reason about information requested
in the question; or C) navigate within digital texts to access and identify
information from various parts of a document. The target population for the
survey was the non-institutionalized population, aged 16-65 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.3\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 276 to
less than 326 points on the 0 to 500 point scale. Texts at this level are
often dense or lengthy, and include continuous, non-continuous, mixed, or
multiple pages of text. Understanding text and rhetorical structures become
more central to successfully completing tasks, especially navigating complex
digital texts. Tasks require the respondent to identify, interpret, or evaluate
one or more pieces of information, and often require varying levels of inference.
Many tasks require the respondent to construct meaning across larger chunks
of text or perform multi-step operations in order to identify and formulate
responses. Often tasks also demand that the respondent disregard irrelevant
or inappropriate content to answer accurately. Competing information is often
present, but it is not more prominent than the correct information. The target
population for the survey was the non-institutionalized population, aged 16-65
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. The percentage of adults scoring
at different levels of proficiency adds up to 100% when the percentage of
literacy-related non-respondents are taken into account. Adults in this category
were not able to complete the background questionnaire due to language difficulties
or learning and mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.4\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 326 to
less than 376 points on the 0 to 500 point scale. Tasks at this level often
require respondents to perform multiple-step operations to integrate, interpret,
or synthesize information from complex or lengthy continuous, non-continuous,
mixed, or multiple type texts. Complex inferences and application of background
knowledge may be needed to perform the task successfully. Many tasks require
identifying and understanding one or more specific, non-central idea(s) in
the text in order to interpret or evaluate subtle evidence-claim or persuasive
discourse relationships. Conditional information is frequently present in
tasks at this level and must be taken into consideration by the respondent.
Competing information is present and sometimes seemingly as prominent as correct
information. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.5\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring equal to
or higher than 376 points on the 0 to 500 point scale. At this level, tasks
may require the respondent to search for and integrate information across
multiple, dense texts; construct syntheses of similar and contrasting ideas
or points of view; or evaluate evidence based arguments. Application and evaluation
of logical and conceptual models of ideas may be required to accomplish tasks.
Evaluating reliability of evidentiary sources and selecting key information
is frequently a requirement. Tasks often require respondents to be aware of
subtle, rhetorical cues and to make high-level inferences or use specialized
background knowledge. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.FE.BE\",\"name\":\"PIAAC:
Female adults by literacy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring below 176
points on the 0 to 500 point scale. The tasks at this level require the respondent
to read brief texts on familiar topics to locate a single piece of specific
information. There is seldom any competing information in the text and the
requested information is identical in form to information in the question
or directive. The respondent may be required to locate information in short
continuous texts. However, in this case, the information can be located as
if the text were non-continuous in format. Only basic vocabulary knowledge
is required, and the reader is not required to understand the structure of
sentences or paragraphs or make use of other text features. Tasks below Level
1 do not make use of any features specific to digital texts. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA\",\"name\":\"PIAAC:
Mean Adult Literacy Proficiency. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population for the survey was the non institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.1\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 176 to less
than 226 points on the 0 to 500 point scale. Most of the tasks at this level
require the respondent to read relatively short digital or print continuous,
non-continuous, or mixed texts to locate a single piece of information that
is identical to or synonymous with the information given in the question or
directive. Some tasks, such as those involving non-continuous texts, may require
the respondent to enter personal information onto a document. Little, if any,
competing information is present. Some tasks may require simple cycling through
more than one piece of information. Knowledge and skill in recognizing basic
vocabulary determining the meaning of sentences, and reading paragraphs of
text is expected. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.2\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 226 to less
than 276 points on the 0 to 500 point scale. At this level, the medium of
texts may be digital or printed, and texts may comprise continuous, non-continuous,
or mixed types. Tasks at this level require respondents to make matches between
the text and information, and may require paraphrasing or low-level inferences.
Some competing pieces of information may be present. Some tasks require the
respondent to either A) cycle through or integrate two or more pieces of information
based on criteria; B) compare and contrast or reason about information requested
in the question; or C) navigate within digital texts to access and identify
information from various parts of a document. The target population for the
survey was the non-institutionalized population, aged 16-65 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.3\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 276 to less
than 326 points on the 0 to 500 point scale. Texts at this level are often
dense or lengthy, and include continuous, non-continuous, mixed, or multiple
pages of text. Understanding text and rhetorical structures become more central
to successfully completing tasks, especially navigating complex digital texts.
Tasks require the respondent to identify, interpret, or evaluate one or more
pieces of information, and often require varying levels of inference. Many
tasks require the respondent to construct meaning across larger chunks of
text or perform multi-step operations in order to identify and formulate responses.
Often tasks also demand that the respondent disregard irrelevant or inappropriate
content to answer accurately. Competing information is often present, but
it is not more prominent than the correct information. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.4\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 326 to less
than 376 points on the 0 to 500 point scale. Tasks at this level often require
respondents to perform multiple-step operations to integrate, interpret, or
synthesize information from complex or lengthy continuous, non-continuous,
mixed, or multiple type texts. Complex inferences and application of background
knowledge may be needed to perform the task successfully. Many tasks require
identifying and understanding one or more specific, non-central idea(s) in
the text in order to interpret or evaluate subtle evidence-claim or persuasive
discourse relationships. Conditional information is frequently present in
tasks at this level and must be taken into consideration by the respondent.
Competing information is present and sometimes seemingly as prominent as correct
information. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.5\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring equal to
or higher than 376 points on the 0 to 500 point scale. At this level, tasks
may require the respondent to search for and integrate information across
multiple, dense texts; construct syntheses of similar and contrasting ideas
or points of view; or evaluate evidence based arguments. Application and evaluation
of logical and conceptual models of ideas may be required to accomplish tasks.
Evaluating reliability of evidentiary sources and selecting key information
is frequently a requirement. Tasks often require respondents to be aware of
subtle, rhetorical cues and to make high-level inferences or use specialized
background knowledge. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.MA.BE\",\"name\":\"PIAAC:
Male adults by literacy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring below 176
points on the 0 to 500 point scale. The tasks at this level require the respondent
to read brief texts on familiar topics to locate a single piece of specific
information. There is seldom any competing information in the text and the
requested information is identical in form to information in the question
or directive. The respondent may be required to locate information in short
continuous texts. However, in this case, the information can be located as
if the text were non-continuous in format. Only basic vocabulary knowledge
is required, and the reader is not required to understand the structure of
sentences or paragraphs or make use of other text features. Tasks below Level
1 do not make use of any features specific to digital texts. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P05\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P10\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P25\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P50\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P75\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P90\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.P95\",\"name\":\"PIAAC:
Distribution of Adult Literacy Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU\",\"name\":\"PIAAC:
Mean Young Adult Literacy Proficiency. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population was the non institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.1\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
176 to less than 226 points on the 0 to 500 point scale. Most of the tasks
at this level require the respondent to read relatively short digital or print
continuous, non-continuous, or mixed texts to locate a single piece of information
that is identical to or synonymous with the information given in the question
or directive. Some tasks, such as those involving non-continuous texts, may
require the respondent to enter personal information onto a document. Little,
if any, competing information is present. Some tasks may require simple cycling
through more than one piece of information. Knowledge and skill in recognizing
basic vocabulary determining the meaning of sentences, and reading paragraphs
of text is expected. The target population was the non-institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The percentage
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of literacy-related non-respondents are taken into account.
Adults in this category were not able to complete the background questionnaire
due to language difficulties or learning and mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.2\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
226 to less than 276 points on the 0 to 500 point scale. At this level, the
medium of texts may be digital or printed, and texts may comprise continuous,
non-continuous, or mixed types. Tasks at this level require respondents to
make matches between the text and information, and may require paraphrasing
or low-level inferences. Some competing pieces of information may be present.
Some tasks require the respondent to either A) cycle through or integrate
two or more pieces of information based on criteria; B) compare and contrast
or reason about information requested in the question; or C) navigate within
digital texts to access and identify information from various parts of a document.
The target population was the non-institutionalized population, aged 16-24
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. The percentage of adults scoring
at different levels of proficiency adds up to 100% when the percentage of
literacy-related non-respondents are taken into account. Adults in this category
were not able to complete the background questionnaire due to language difficulties
or learning and mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.3\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
276 to less than 326 points on the 0 to 500 point scale. Texts at this level
are often dense or lengthy, and include continuous, non-continuous, mixed,
or multiple pages of text. Understanding text and rhetorical structures become
more central to successfully completing tasks, especially navigating complex
digital texts. Tasks require the respondent to identify, interpret, or evaluate
one or more pieces of information, and often require varying levels of inference.
Many tasks require the respondent to construct meaning across larger chunks
of text or perform multi-step operations in order to identify and formulate
responses. Often tasks also demand that the respondent disregard irrelevant
or inappropriate content to answer accurately. Competing information is often
present, but it is not more prominent than the correct information. The target
population was the non-institutionalized population, aged 16-24 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The percentage of adults scoring at different
levels of proficiency adds up to 100% when the percentage of literacy-related
non-respondents are taken into account. Adults in this category were not able
to complete the background questionnaire due to language difficulties or learning
and mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.4\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
326 to less than 376 points on the 0 to 500 point scale. Tasks at this level
often require respondents to perform multiple-step operations to integrate,
interpret, or synthesize information from complex or lengthy continuous, non-continuous,
mixed, or multiple type texts. Complex inferences and application of background
knowledge may be needed to perform the task successfully. Many tasks require
identifying and understanding one or more specific, non-central idea(s) in
the text in order to interpret or evaluate subtle evidence-claim or persuasive
discourse relationships. Conditional information is frequently present in
tasks at this level and must be taken into consideration by the respondent.
Competing information is present and sometimes seemingly as prominent as correct
information. The target population was the non-institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The percentage
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of literacy-related non-respondents are taken into account.
Adults in this category were not able to complete the background questionnaire
due to language difficulties or learning and mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.5\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
equal to or higher than 376 points on the 0 to 500 point scale. At this level,
tasks may require the respondent to search for and integrate information across
multiple, dense texts; construct syntheses of similar and contrasting ideas
or points of view; or evaluate evidence based arguments. Application and evaluation
of logical and conceptual models of ideas may be required to accomplish tasks.
Evaluating reliability of evidentiary sources and selecting key information
is frequently a requirement. Tasks often require respondents to be aware of
subtle, rhetorical cues and to make high-level inferences or use specialized
background knowledge. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
percentage of adults scoring at different levels of proficiency adds up to
100% when the percentage of literacy-related non-respondents are taken into
account. Adults in this category were not able to complete the background
questionnaire due to language difficulties or learning and mental disabilities
(literacy-related non-response). For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.BE\",\"name\":\"PIAAC:
Young adults by literacy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
below 176 points on the 0 to 500 point scale. The tasks at this level require
the respondent to read brief texts on familiar topics to locate a single piece
of specific information. There is seldom any competing information in the
text and the requested information is identical in form to information in
the question or directive. The respondent may be required to locate information
in short continuous texts. However, in this case, the information can be located
as if the text were non-continuous in format. Only basic vocabulary knowledge
is required, and the reader is not required to understand the structure of
sentences or paragraphs or make use of other text features. Tasks below Level
1 do not make use of any features specific to digital texts. The target population
was the non-institutionalized population, aged 16-24 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. The percentage of adults scoring at different levels of
proficiency adds up to 100% when the percentage of literacy-related non-respondents
are taken into account. Adults in this category were not able to complete
the background questionnaire due to language difficulties or learning and
mental disabilities (literacy-related non-response). For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.FE\",\"name\":\"PIAAC:
Mean Young Adult Literacy Proficiency. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population was the non institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.LIT.YOU.MA\",\"name\":\"PIAAC:
Mean Young Adult Literacy Proficiency. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Literacy is defined as the ability to understand,
evaluate, use and engage with written texts to participate in society, to
achieve one\u2019s goals, and to develop one\u2019s knowledge and potential.
Literacy encompasses a range of skills from the decoding of written words
and sentences to the comprehension, interpretation, and evaluation of complex
texts. It does not, however, involve the production of text (writing). Information
on the skills of adults with low levels of proficiency is provided by an assessment
of reading components that covers text vocabulary, sentence comprehension
and passage fluency. The target population was the non institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. Literacy-related
non-respondents are not included in the calculation of the mean scores which,
thus, present an upper bound of the estimated literacy proficiency of the
population. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM\",\"name\":\"PIAAC:
Mean Adult Numeracy Proficiency. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population for the survey was the
non-institutionalized population, aged 16-65 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.1\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 176 to less than
226 points on the 0 to 500 point scale. Tasks at this level require the respondent
to carry out basic mathematical processes in common, concrete contexts where
the mathematical content is explicit with little text and minimal distractors.
Tasks usually require one-step or simple processes involving counting, sorting,
performing basic arithmetic operations, understanding simple percents such
as 50%, and locating and identifying elements of simple or common graphical
or spatial representations. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.2\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 226 to less than
276 points on the 0 to 500 point scale. Tasks at this level require the respondent
to identify and act on mathematical information and ideas embedded in a range
of common contexts where the mathematical content is fairly explicit or visual
with relatively few distractors. Tasks tend to require the application of
two or more steps or processes involving calculation with whole numbers and
common decimals, percents and fractions; simple measurement and spatial representation;
estimation; and interpretation of relatively simple data and statistics in
texts, tables and graphs. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.3\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 276 to less than
326 points on the 0 to 500 point scale. Tasks at this level require the respondent
to understand mathematical information that may be less explicit, embedded
in contexts that are not always familiar and represented in more complex ways.
Tasks require several steps and may involve the choice of problem-solving
strategies and relevant processes. Tasks tend to require the application of
number sense and spatial sense; recognizing and working with mathematical
relationships, patterns, and proportions expressed in verbal or numerical
form; and interpretation and basic analysis of data and statistics in texts,
tables and graphs. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.4\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring 326 to less than
376 points on the 0 to 500 point scale. Tasks at this level require the respondent
to understand a broad range of mathematical information that may be complex,
abstract or embedded in unfamiliar contexts. These tasks involve undertaking
multiple steps and choosing relevant problem-solving strategies and processes.
Tasks tend to require analysis and more complex reasoning about quantities
and data; statistics and chance; spatial relationships; and change, proportions
and formulas. Tasks at this level may also require understanding arguments
or communicating well-reasoned explanations for answers or choices. The target
population for the survey was the non-institutionalized population, aged 16-65
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. The proportion of adults scoring
at different levels of proficiency adds up to 100% when the percentage of
numeracy-related non-respondents are taken into account. Adults in the missing
category were not able to provide enough background information to impute
proficiency scores because of language difficulties, or learning or mental
disabilities (literacy-related non-response). For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.5\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring equal to or higher
than 376 points on the 0 to 500 point scale. Tasks at this level require the
respondent to understand complex representations and abstract and formal mathematical
and statistical ideas, possibly embedded in complex texts. Respondents may
have to integrate multiple types of mathematical information where considerable
translation or interpretation is required; draw inferences; develop or work
with mathematical arguments or models; and justify, evaluate and critically
reflect upon solutions or choices. The target population for the survey was
the non-institutionalized population, aged 16-65 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. The proportion of adults scoring at different levels of proficiency
adds up to 100% when the percentage of numeracy-related non-respondents are
taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.BE\",\"name\":\"PIAAC:
Adults by numeracy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of adults scoring below 176 points
on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level
require the respondents to carry out simple processes such as counting, sorting,
performing basic arithmetic operations with whole numbers or money, or recognizing
common spatial representations in concrete, familiar contexts where the mathematical
content is explicit with little or no text or distractors. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The proportion of adults scoring at different
levels of proficiency adds up to 100% when the percentage of numeracy-related
non-respondents are taken into account. Adults in the missing category were
not able to provide enough background information to impute proficiency scores
because of language difficulties, or learning or mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE\",\"name\":\"PIAAC:
Mean Adult Numeracy Proficiency. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population for the survey was the
non-institutionalized population, aged 16-65 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.1\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 176 to
less than 226 points on the 0 to 500 point scale. Tasks at this level require
the respondent to carry out basic mathematical processes in common, concrete
contexts where the mathematical content is explicit with little text and minimal
distractors. Tasks usually require one-step or simple processes involving
counting, sorting, performing basic arithmetic operations, understanding simple
percents such as 50%, and locating and identifying elements of simple or common
graphical or spatial representations. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. The proportion of adults scoring at different levels of
proficiency adds up to 100% when the percentage of numeracy-related non-respondents
are taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.2\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 226 to
less than 276 points on the 0 to 500 point scale. Tasks at this level require
the respondent to identify and act on mathematical information and ideas embedded
in a range of common contexts where the mathematical content is fairly explicit
or visual with relatively few distractors. Tasks tend to require the application
of two or more steps or processes involving calculation with whole numbers
and common decimals, percents and fractions; simple measurement and spatial
representation; estimation; and interpretation of relatively simple data and
statistics in texts, tables and graphs. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. The proportion of adults scoring at different levels of
proficiency adds up to 100% when the percentage of numeracy-related non-respondents
are taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.3\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 276 to
less than 326 points on the 0 to 500 point scale. Tasks at this level require
the respondent to understand mathematical information that may be less explicit,
embedded in contexts that are not always familiar and represented in more
complex ways. Tasks require several steps and may involve the choice of problem-solving
strategies and relevant processes. Tasks tend to require the application of
number sense and spatial sense; recognizing and working with mathematical
relationships, patterns, and proportions expressed in verbal or numerical
form; and interpretation and basic analysis of data and statistics in texts,
tables and graphs. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.4\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring 326 to
less than 376 points on the 0 to 500 point scale. Tasks at this level require
the respondent to understand a broad range of mathematical information that
may be complex, abstract or embedded in unfamiliar contexts. These tasks involve
undertaking multiple steps and choosing relevant problem-solving strategies
and processes. Tasks tend to require analysis and more complex reasoning about
quantities and data; statistics and chance; spatial relationships; and change,
proportions and formulas. Tasks at this level may also require understanding
arguments or communicating well-reasoned explanations for answers or choices.
The target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The proportion
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of numeracy-related non-respondents are taken into account.
Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.5\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring equal to
or higher than 376 points on the 0 to 500 point scale. Tasks at this level
require the respondent to understand complex representations and abstract
and formal mathematical and statistical ideas, possibly embedded in complex
texts. Respondents may have to integrate multiple types of mathematical information
where considerable translation or interpretation is required; draw inferences;
develop or work with mathematical arguments or models; and justify, evaluate
and critically reflect upon solutions or choices. The target population for
the survey was the non-institutionalized population, aged 16-65 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The proportion of adults scoring at different
levels of proficiency adds up to 100% when the percentage of numeracy-related
non-respondents are taken into account. Adults in the missing category were
not able to provide enough background information to impute proficiency scores
because of language difficulties, or learning or mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.FE.BE\",\"name\":\"PIAAC:
Female adults by numeracy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults scoring below 176
points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this
level require the respondents to carry out simple processes such as counting,
sorting, performing basic arithmetic operations with whole numbers or money,
or recognizing common spatial representations in concrete, familiar contexts
where the mathematical content is explicit with little or no text or distractors.
The target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The proportion
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of numeracy-related non-respondents are taken into account.
Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA\",\"name\":\"PIAAC:
Mean Adult Numeracy Proficiency. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population for the survey was the
non-institutionalized population, aged 16-65 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.1\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 176 to less
than 226 points on the 0 to 500 point scale. Tasks at this level require the
respondent to carry out basic mathematical processes in common, concrete contexts
where the mathematical content is explicit with little text and minimal distractors.
Tasks usually require one-step or simple processes involving counting, sorting,
performing basic arithmetic operations, understanding simple percents such
as 50%, and locating and identifying elements of simple or common graphical
or spatial representations. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.2\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 226 to less
than 276 points on the 0 to 500 point scale. Tasks at this level require the
respondent to identify and act on mathematical information and ideas embedded
in a range of common contexts where the mathematical content is fairly explicit
or visual with relatively few distractors. Tasks tend to require the application
of two or more steps or processes involving calculation with whole numbers
and common decimals, percents and fractions; simple measurement and spatial
representation; estimation; and interpretation of relatively simple data and
statistics in texts, tables and graphs. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. The proportion of adults scoring at different levels of
proficiency adds up to 100% when the percentage of numeracy-related non-respondents
are taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.3\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 276 to less
than 326 points on the 0 to 500 point scale. Tasks at this level require the
respondent to understand mathematical information that may be less explicit,
embedded in contexts that are not always familiar and represented in more
complex ways. Tasks require several steps and may involve the choice of problem-solving
strategies and relevant processes. Tasks tend to require the application of
number sense and spatial sense; recognizing and working with mathematical
relationships, patterns, and proportions expressed in verbal or numerical
form; and interpretation and basic analysis of data and statistics in texts,
tables and graphs. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.4\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring 326 to less
than 376 points on the 0 to 500 point scale. Tasks at this level require the
respondent to understand a broad range of mathematical information that may
be complex, abstract or embedded in unfamiliar contexts. These tasks involve
undertaking multiple steps and choosing relevant problem-solving strategies
and processes. Tasks tend to require analysis and more complex reasoning about
quantities and data; statistics and chance; spatial relationships; and change,
proportions and formulas. Tasks at this level may also require understanding
arguments or communicating well-reasoned explanations for answers or choices.
The target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The proportion
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of numeracy-related non-respondents are taken into account.
Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.5\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring equal to
or higher than 376 points on the 0 to 500 point scale. Tasks at this level
require the respondent to understand complex representations and abstract
and formal mathematical and statistical ideas, possibly embedded in complex
texts. Respondents may have to integrate multiple types of mathematical information
where considerable translation or interpretation is required; draw inferences;
develop or work with mathematical arguments or models; and justify, evaluate
and critically reflect upon solutions or choices. The target population for
the survey was the non-institutionalized population, aged 16-65 years, residing
in the country at the time of data collection, irrespective of nationality,
citizenship or language status. The proportion of adults scoring at different
levels of proficiency adds up to 100% when the percentage of numeracy-related
non-respondents are taken into account. Adults in the missing category were
not able to provide enough background information to impute proficiency scores
because of language difficulties, or learning or mental disabilities (literacy-related
non-response). For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.MA.BE\",\"name\":\"PIAAC:
Male adults by numeracy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults scoring below 176
points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this
level require the respondents to carry out simple processes such as counting,
sorting, performing basic arithmetic operations with whole numbers or money,
or recognizing common spatial representations in concrete, familiar contexts
where the mathematical content is explicit with little or no text or distractors.
The target population for the survey was the non-institutionalized population,
aged 16-65 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. The proportion
of adults scoring at different levels of proficiency adds up to 100% when
the percentage of numeracy-related non-respondents are taken into account.
Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P05\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P10\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P25\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P50\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P75\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P90\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.P95\",\"name\":\"PIAAC:
Distribution of Adult Numeracy Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of adults (age 16 to 65) scored. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU\",\"name\":\"PIAAC:
Mean Young Adult Numeracy Proficiency. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.1\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
176 to less than 226 points on the 0 to 500 point scale. Tasks at this level
require the respondent to carry out basic mathematical processes in common,
concrete contexts where the mathematical content is explicit with little text
and minimal distractors. Tasks usually require one-step or simple processes
involving counting, sorting, performing basic arithmetic operations, understanding
simple percents such as 50%, and locating and identifying elements of simple
or common graphical or spatial representations. The target population was
the non-institutionalized population, aged 16-24 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. The proportion of adults scoring at different levels of proficiency
adds up to 100% when the percentage of numeracy-related non-respondents are
taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.2\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
226 to less than 276 points on the 0 to 500 point scale. Tasks at this level
require the respondent to identify and act on mathematical information and
ideas embedded in a range of common contexts where the mathematical content
is fairly explicit or visual with relatively few distractors. Tasks tend to
require the application of two or more steps or processes involving calculation
with whole numbers and common decimals, percents and fractions; simple measurement
and spatial representation; estimation; and interpretation of relatively simple
data and statistics in texts, tables and graphs. The target population was
the non-institutionalized population, aged 16-24 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. The proportion of adults scoring at different levels of proficiency
adds up to 100% when the percentage of numeracy-related non-respondents are
taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.3\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
276 to less than 326 points on the 0 to 500 point scale. Tasks at this level
require the respondent to understand mathematical information that may be
less explicit, embedded in contexts that are not always familiar and represented
in more complex ways. Tasks require several steps and may involve the choice
of problem-solving strategies and relevant processes. Tasks tend to require
the application of number sense and spatial sense; recognizing and working
with mathematical relationships, patterns, and proportions expressed in verbal
or numerical form; and interpretation and basic analysis of data and statistics
in texts, tables and graphs. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.4\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
326 to less than 376 points on the 0 to 500 point scale. Tasks at this level
require the respondent to understand a broad range of mathematical information
that may be complex, abstract or embedded in unfamiliar contexts. These tasks
involve undertaking multiple steps and choosing relevant problem-solving strategies
and processes. Tasks tend to require analysis and more complex reasoning about
quantities and data; statistics and chance; spatial relationships; and change,
proportions and formulas. Tasks at this level may also require understanding
arguments or communicating well-reasoned explanations for answers or choices.
The target population was the non-institutionalized population, aged 16-24
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. The proportion of adults scoring
at different levels of proficiency adds up to 100% when the percentage of
numeracy-related non-respondents are taken into account. Adults in the missing
category were not able to provide enough background information to impute
proficiency scores because of language difficulties, or learning or mental
disabilities (literacy-related non-response). For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.5\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this
level require the respondent to understand complex representations and abstract
and formal mathematical and statistical ideas, possibly embedded in complex
texts. Respondents may have to integrate multiple types of mathematical information
where considerable translation or interpretation is required; draw inferences;
develop or work with mathematical arguments or models; and justify, evaluate
and critically reflect upon solutions or choices. The target population was
the non-institutionalized population, aged 16-24 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. The proportion of adults scoring at different levels of proficiency
adds up to 100% when the percentage of numeracy-related non-respondents are
taken into account. Adults in the missing category were not able to provide
enough background information to impute proficiency scores because of language
difficulties, or learning or mental disabilities (literacy-related non-response).
For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.BE\",\"name\":\"PIAAC:
Young adults by numeracy proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults scoring
below 176 points on the 0 to 500 point scale on the 0 to 500 point scale.
Tasks at this level require the respondents to carry out simple processes
such as counting, sorting, performing basic arithmetic operations with whole
numbers or money, or recognizing common spatial representations in concrete,
familiar contexts where the mathematical content is explicit with little or
no text or distractors. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. The
proportion of adults scoring at different levels of proficiency adds up to
100% when the percentage of numeracy-related non-respondents are taken into
account. Adults in the missing category were not able to provide enough background
information to impute proficiency scores because of language difficulties,
or learning or mental disabilities (literacy-related non-response). For more
information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.FE\",\"name\":\"PIAAC:
Mean Young Adult Numeracy Proficiency. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.NUM.YOU.MA\",\"name\":\"PIAAC:
Mean Young Adult Numeracy Proficiency. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Numeracy is defined as the ability to access,
use, interpret and communicate mathematical information and ideas in order
to engage in and manage the mathematical demands of a range of situations
in adult life. To this end, numeracy involves managing a situation or solving
a problem in a real context, by responding to mathematical content\\/information\\/ideas
represented in multiple ways. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.1\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of adults scoring 241 to less than 291 points on the 0 to 500 point scale.
At this level, tasks typically require the use of widely available and familiar
technology applications, such as e-mail software or a web browser. There is
little or no navigation required to access the information or commands required
to solve the problem. The tasks involve few steps and a minimal number of
operators. Only simple forms of reasoning, such as assigning items to categories,
are required; there is no need to contrast or integrate information. The target
population for the survey was the non-institutionalized population, aged 16-65
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.2\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of adults scoring 291 to less than 341 points on the 0 to 500 point scale.
At this level, tasks typically require the use of both generic and more specific
technology applications. For instance, the respondent may have to make use
of a novel online form. Some navigation across pages and applications is required
to solve the problem. The task may involve multiple steps and operators. The
goal of the problem may have to be defined by the respondent, though the criteria
to be met are explicit. There are higher monitoring demands. Some unexpected
outcomes or impasses may appear. The task may require evaluating the relevance
of a set of items to discard distractors. Some integration and inferential
reasoning may be needed. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.3\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of adults scoring equal to or higher than 341 points on the 0 to 500 point
scale. At this level, tasks typically require the use of both generic and
more specific technology applications. Some navigation across pages and applications
is required to solve the problem. The use of tools (e.g. a sort function)
is required to make progress towards the solution. The task may involve multiple
steps and operators. The goal of the problem may have to be defined by the
respondent, and the criteria to be met may or may not be explicit. There are
typically high monitoring demands. Unexpected outcomes and impasses are likely
to occur. The task may require evaluating the relevance and reliability of
information in order to discard distractors. Integration and inferential reasoning
may be needed to a large extent. The target population for the survey was
the non-institutionalized population, aged 16-65 years, residing in the country
at the time of data collection, irrespective of nationality, citizenship or
language status. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.BE\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of adults scoring below 241 points on the 0 to 500 point scale. Tasks are
based on well-defined problems involving the use of only one function within
a generic interface to meet one explicit criterion without any categorical
or inferential reasoning, or transforming of information. Few steps are required
and no sub-goal has to be generated. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FAIL\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Failed the ICT Core Test\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Adults in this category had prior computer
experience but failed the ICT core test, which assesses basic ICT skills,
such as the capacity to use a mouse or scroll through a web page, needed to
take the computer-based assessment. Therefore, they did not take part in the
computer-based assessment, but took the paper-based version of the assessment,
which does not include the problem solving in technology-rich environment
domain. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.1\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female adults scoring 241 to less than 291 points on the 0 to 500 point
scale. At this level, tasks typically require the use of widely available
and familiar technology applications, such as e-mail software or a web browser.
There is little or no navigation required to access the information or commands
required to solve the problem. The tasks involve few steps and a minimal number
of operators. Only simple forms of reasoning, such as assigning items to categories,
are required; there is no need to contrast or integrate information. The target
population for the survey was the non-institutionalized population, aged 16-65
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.2\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female adults scoring 291 to less than 341 points on the 0 to 500 point
scale. At this level, tasks typically require the use of both generic and
more specific technology applications. For instance, the respondent may have
to make use of a novel online form. Some navigation across pages and applications
is required to solve the problem. The task may involve multiple steps and
operators. The goal of the problem may have to be defined by the respondent,
though the criteria to be met are explicit. There are higher monitoring demands.
Some unexpected outcomes or impasses may appear. The task may require evaluating
the relevance of a set of items to discard distractors. Some integration and
inferential reasoning may be needed. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.3\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female adults scoring equal to or higher than 341 points on the 0 to 500
point scale. At this level, tasks typically require the use of both generic
and more specific technology applications. Some navigation across pages and
applications is required to solve the problem. The use of tools (e.g. a sort
function) is required to make progress towards the solution. The task may
involve multiple steps and operators. The goal of the problem may have to
be defined by the respondent, and the criteria to be met may or may not be
explicit. There are typically high monitoring demands. Unexpected outcomes
and impasses are likely to occur. The task may require evaluating the relevance
and reliability of information in order to discard distractors. Integration
and inferential reasoning may be needed to a large extent. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.BE\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of female adults scoring below 241 points on the 0 to 500 point scale. Tasks
are based on well-defined problems involving the use of only one function
within a generic interface to meet one explicit criterion without any categorical
or inferential reasoning, or transforming of information. Few steps are required
and no sub-goal has to be generated. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.FAIL\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Failed ICT Core Test\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults who had prior computer
experience but failed the ICT core test, which assesses the basic ICT skills
needed to take the computer-based assessment, such as the capacity to use
a mouse or scroll through a web page. Therefore, they did not take part in
the computer-based assessment, but took the paper-based version of the assessment,
which does not include the problem solving in technology-rich environment
domain. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.NO\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). No computer experience\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults who reported having
no prior computer experience; therefore, they did not take part in the computer-based
assessment but took the paper-based version of the assessment, which does
not include the problem solving in technology-rich environment domain. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.FE.OPT\",\"name\":\"PIAAC:
Female adults by proficiency level in problem solving in technology-rich environments
(%). Opted out of computer-based assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of female adults who opted to take
the paper-based assessment without first taking the ICT core assessment, even
if they reported some prior experience with computers. They also did not take
part in the computer-based assessment, but took the paper-based version of
the assessment, which does not include the problem solving in technology-rich
environment domain. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.1\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of male adults scoring 241 to less than 291 points on the 0 to 500 point scale.
At this level, tasks typically require the use of widely available and familiar
technology applications, such as e-mail software or a web browser. There is
little or no navigation required to access the information or commands required
to solve the problem. The tasks involve few steps and a minimal number of
operators. Only simple forms of reasoning, such as assigning items to categories,
are required; there is no need to contrast or integrate information. The target
population for the survey was the non-institutionalized population, aged 16-65
years, residing in the country at the time of data collection, irrespective
of nationality, citizenship or language status. For more information, consult
the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.2\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of male adults scoring 291 to less than 341 points on the 0 to 500 point scale.
At this level, tasks typically require the use of both generic and more specific
technology applications. For instance, the respondent may have to make use
of a novel online form. Some navigation across pages and applications is required
to solve the problem. The task may involve multiple steps and operators. The
goal of the problem may have to be defined by the respondent, though the criteria
to be met are explicit. There are higher monitoring demands. Some unexpected
outcomes or impasses may appear. The task may require evaluating the relevance
of a set of items to discard distractors. Some integration and inferential
reasoning may be needed. The target population for the survey was the non-institutionalized
population, aged 16-65 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.3\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of male adults scoring equal to or higher than 341 points on the 0 to 500
point scale. At this level, tasks typically require the use of both generic
and more specific technology applications. Some navigation across pages and
applications is required to solve the problem. The use of tools (e.g. a sort
function) is required to make progress towards the solution. The task may
involve multiple steps and operators. The goal of the problem may have to
be defined by the respondent, and the criteria to be met may or may not be
explicit. There are typically high monitoring demands. Unexpected outcomes
and impasses are likely to occur. The task may require evaluating the relevance
and reliability of information in order to discard distractors. Integration
and inferential reasoning may be needed to a large extent. The target population
for the survey was the non-institutionalized population, aged 16-65 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.BE\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of male adults scoring below 241 points on the 0 to 500 point scale. Tasks
are based on well-defined problems involving the use of only one function
within a generic interface to meet one explicit criterion without any categorical
or inferential reasoning, or transforming of information. Few steps are required
and no sub-goal has to be generated. The target population for the survey
was the non-institutionalized population, aged 16-65 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.FAIL\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Failed ICT Core Test\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults who had prior computer
experience but failed the ICT core test, which assesses the basic ICT skills
needed to take the computer-based assessment, such as the capacity to use
a mouse or scroll through a web page. Therefore, they did not take part in
the computer-based assessment, but took the paper-based version of the assessment,
which does not include the problem solving in technology-rich environment
domain. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.NO\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). No computer experience\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults who reported having
no prior computer experience; therefore, they did not take part in the computer-based
assessment but took the paper-based version of the assessment, which does
not include the problem solving in technology-rich environment domain. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.MA.OPT\",\"name\":\"PIAAC:
Male adults by proficiency level in problem solving in technology-rich environments
(%). Opted out of computer-based assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of male adults who opted to take
the paper-based assessment without first taking the ICT core assessment, even
if they reported some prior experience with computers. They also did not take
part in the computer-based assessment, but took the paper-based version of
the assessment, which does not include the problem solving in technology-rich
environment domain. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.NO\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). No computer experience\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Adults in this category reported having no
prior computer experience; therefore, they did not take part in the computer-based
assessment but took the paper-based version of the assessment, which does
not include the problem solving in technology-rich environment domain. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.OPT\",\"name\":\"PIAAC:
Adults by proficiency level in problem solving in technology-rich environments
(%). Opted out of computer-based assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Adults in this category opted to take the paper-based
assessment without first taking the ICT core assessment, even if they reported
some prior experience with computers. They also did not take part in the computer-based
assessment, but took the paper-based version of the assessment, which does
not include the problem solving in technology-rich environment domain. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P05\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
5th percentile score is the score below which 5 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P10\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
10th percentile score is the score below which 10 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P25\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
25th percentile score is the score below which 25 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P50\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
50th percentile score is the score below which 50 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P75\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
75th percentile score is the score below which 75 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P90\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
90th percentile score is the score below which 90 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.P95\",\"name\":\"PIAAC:
Distribution of Adult Problem Solving in Technology-Rich Environments Scores:
95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
95th percentile score is the score below which 90 percent of adults (age 16
to 65) scored. For more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.1\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of young (age 16-24) adults scoring 241 to less than 291 points on the 0 to
500 point scale. At this level, tasks typically require the use of widely
available and familiar technology applications, such as e-mail software or
a web browser. There is little or no navigation required to access the information
or commands required to solve the problem. The tasks involve few steps and
a minimal number of operators. Only simple forms of reasoning, such as assigning
items to categories, are required; there is no need to contrast or integrate
information. The target population was the non-institutionalized population,
aged 16-24 years, residing in the country at the time of data collection,
irrespective of nationality, citizenship or language status. For more information,
consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.2\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of young (age 16-24) adults scoring 291 to less than 341 points on the 0 to
500 point scale. At this level, tasks typically require the use of both generic
and more specific technology applications. For instance, the respondent may
have to make use of a novel online form. Some navigation across pages and
applications is required to solve the problem. The task may involve multiple
steps and operators. The goal of the problem may have to be defined by the
respondent, though the criteria to be met are explicit. There are higher monitoring
demands. Some unexpected outcomes or impasses may appear. The task may require
evaluating the relevance of a set of items to discard distractors. Some integration
and inferential reasoning may be needed. The target population was the non-institutionalized
population, aged 16-24 years, residing in the country at the time of data
collection, irrespective of nationality, citizenship or language status. For
more information, consult the OECD PIAAC website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.3\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of young (age 16-24) adults scoring equal to or higher than 341 points on
the 0 to 500 point scale. At this level, tasks typically require the use of
both generic and more specific technology applications. Some navigation across
pages and applications is required to solve the problem. The use of tools
(e.g. a sort function) is required to make progress towards the solution.
The task may involve multiple steps and operators. The goal of the problem
may have to be defined by the respondent, and the criteria to be met may or
may not be explicit. There are typically high monitoring demands. Unexpected
outcomes and impasses are likely to occur. The task may require evaluating
the relevance and reliability of information in order to discard distractors.
Integration and inferential reasoning may be needed to a large extent. The
target population was the non-institutionalized population, aged 16-24 years,
residing in the country at the time of data collection, irrespective of nationality,
citizenship or language status. For more information, consult the OECD PIAAC
website: http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.BE\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of young (age 16-24) adults scoring below 241 points on the 0 to 500 point
scale. Tasks are based on well-defined problems involving the use of only
one function within a generic interface to meet one explicit criterion without
any categorical or inferential reasoning, or transforming of information.
Few steps are required and no sub-goal has to be generated. The target population
was the non-institutionalized population, aged 16-24 years, residing in the
country at the time of data collection, irrespective of nationality, citizenship
or language status. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.FAIL\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Failed ICT Core Test\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults who
had prior computer experience but failed the ICT core test, which assesses
basic ICT skills needed to take the computer-based assessment, such as the
capacity to use a mouse or scroll through a web page. Therefore, they did
not take part in the computer-based assessment, but took the paper-based version
of the assessment, which does not include the problem solving in technology-rich
environment domain. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.NO\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). No computer experience\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults who
reported having no prior computer experience; therefore, they did not take
part in the computer-based assessment but took the paper-based version of
the assessment, which does not include the problem solving in technology-rich
environment domain. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIAAC.TEC.YOU.OPT\",\"name\":\"PIAAC:
Young adults by proficiency level in problem solving in technology-rich environments
(%). Opted out of computer-based assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of young (age 16-24) adults who
opted to take the paper-based assessment without first taking the ICT core
assessment, even if they reported some prior experience with computers. They
did not take part in the computer-based assessment, but took the paper-based
version of the assessment, which does not include the problem solving in technology-rich
environment domain. For more information, consult the OECD PIAAC website:
http:\\/\\/www.oecd.org\\/site\\/piaac\\/\",\"sourceOrganization\":\"OECD
Programme for the International Assessment of Adult Competencies (PIAAC)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA\",\"name\":\"PIRLS:
Mean performance on the reading scale, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the reading scale for fourth
grade students. Total is the average scale score for fourth graders on the
PIRLS reading assessment. The scale centerpoint is 500. Data reflects country
performance in the stated year, but may not be comparable across years or
countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.ADV\",\"name\":\"PIRLS: Fourth grade students
reaching the advanced international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Fourth grade students reaching the advanced
international benchmark in reading achievement (%) is the share of fourth
grade students scoring at least 625 on the reading assessment. When reading
Literary Texts, students at the advanced international benchmarking level
can: A) Integrate ideas and evidence across a text to appreciate overall themes,
and B) Interpret story events and character actions to provide reasons, motivations,
feelings, and character traits with full text-based support. When reading
Informational Texts, students at the advanced international benchmark can
A) Distinguish and interpret complex information from different parts of text,
and provide full text-based support, B) Integrate information across a text
to provide explanations, interpret significance, and sequence activities,
and C) Evaluate visual and textual features to explain their function. The
procedure for identifying International Benchmarks changed from the PIRLS
2001 method of using percentiles to a method based on scores that do not change
from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called
the \\\"Top 10% Benchmark\\\" (90th percentile score), which corresponded
to a scale score of 615. The 2001 data in this database were recalculated
based on a 625 Advanced Benchmark score and are different than the data found
in the 2001 PIRLS report. Data reflects country performance in the stated
year, but may not be comparable across years or countries. Consult the PIRLS
website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.ADV.FE\",\"name\":\"PIRLS: Female 4th grade students
reaching the advanced international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female 4th grade students reaching the advanced
international benchmark in reading achievement (%) is the share of female
4th grade students scoring at least 625 on the reading assessment. When reading
Literary Texts, students at the advanced international benchmarking level
can: A) Integrate ideas and evidence across a text to appreciate overall themes,
and B) Interpret story events and character actions to provide reasons, motivations,
feelings, and character traits with full text-based support. When reading
Informational Texts, students at the advanced international benchmark can
A) Distinguish and interpret complex information from different parts of text,
and provide full text-based support, B) Integrate information across a text
to provide explanations, interpret significance, and sequence activities,
and C) Evaluate visual and textual features to explain their function. The
procedure for identifying International Benchmarks changed from the PIRLS
2001 method of using percentiles to a method based on scores that do not change
from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called
the \\\"Top 10% Benchmark\\\" (90th percentile score), which corresponded
to a scale score of 615. The 2001 data in this database were recalculated
based on a 625 Advanced Benchmark score and are different than the data found
in the 2001 PIRLS report. Data reflects country performance in the stated
year, but may not be comparable across years or countries. Data reflects country
performance in the stated year, but may not be comparable across years or
countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.ADV.MA\",\"name\":\"PIRLS:
Male 4th grade students reaching the advanced international benchmark in reading
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Male
4th grade students reaching the advanced international benchmark in reading
achievement (%) is the share of male 4th grade students scoring at least 625
on the reading assessment. When reading Literary Texts, students at the advanced
international benchmarking level can: A) Integrate ideas and evidence across
a text to appreciate overall themes, and B) Interpret story events and character
actions to provide reasons, motivations, feelings, and character traits with
full text-based support. When reading Informational Texts, students at the
advanced international benchmark can A) Distinguish and interpret complex
information from different parts of text, and provide full text-based support,
B) Integrate information across a text to provide explanations, interpret
significance, and sequence activities, and C) Evaluate visual and textual
features to explain their function. The procedure for identifying International
Benchmarks changed from the PIRLS 2001 method of using percentiles to a method
based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001,
the Advanced benchmark was called the \\\"Top 10% Benchmark\\\" (90th percentile
score), which corresponded to a scale score of 615. The 2001 data in this
database were recalculated based on a 625 Advanced Benchmark score and are
different than the data found in the 2001 PIRLS report. Data reflects country
performance in the stated year, but may not be comparable across years or
countries. Data reflects country performance in the stated year, but may not
be comparable across years or countries. Consult the PIRLS website for more
detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.BL\",\"name\":\"PIRLS:
Fourth grade students who did not reach the low international benchmark in
reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Fourth grade students who did not reach the
low international benchmark in reading achievement (%) is the share of fourth
grade students who did not score at least 400 on the reading assessment. These
figures were calculated by the World Bank EdStats team by subtracting the
share of students reaching the low international benchmark from 100. Data
reflects country performance in the stated year, but may not be comparable
across years or countries. Consult the PIRLS website for more detailed information:
http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.BL.FE\",\"name\":\"PIRLS: Female 4th grade students
who did not reach the low international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female 4th grade students who did not reach
the low international benchmark in reading achievement (%) is the share of
female 4th grade students who did not score at least 400 on the reading assessment.
These figures were calculated by the World Bank EdStats team by subtracting
the share of students reaching the low international benchmark from 100. Data
reflects country performance in the stated year, but may not be comparable
across years or countries. Consult the PIRLS website for more detailed information:
http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.BL.MA\",\"name\":\"PIRLS:
Male 4th grade students who did not reach the low international benchmark
in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male 4th grade students who did not reach the
low international benchmark in reading achievement (%) is the share of male
4th grade students who did not score at least 400 on the reading assessment.
These figures were calculated by the World Bank EdStats team by subtracting
the share of students reaching the low international benchmark from 100. Data
reflects country performance in the stated year, but may not be comparable
across years or countries. Consult the PIRLS website for more detailed information:
http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.FE\",\"name\":\"PIRLS:
Mean performance on the reading scale, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the reading scale for fourth
grade students. Female is the average scale score for female fourth graders
on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects
country performance in the stated year, but may not be comparable across years
or countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.HI\",\"name\":\"PIRLS: Fourth grade students
reaching the high international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Fourth grade students reaching the high international
benchmark in reading achievement (%) is the share of fourth grade students
scoring at least 550 on the reading assessment. When reading Literary Texts,
students at the high benchmarking level can A) Locate and distinguish significant
actions and details embedded across the text, B) Make inferences to explain
relationships between intentions, actions, events, and feelings, and give
text-based support, C) Interpret and integrate story events and character
actions and traits from different parts of the text, D) Evaluate the significance
of events and actions across the entire story, and E) Recognize the use of
some language features (e.g., metaphor, tone, imagery). When reading Informational
Texts, students at this benchmarking level can: A) Locate and distinguish
relevant information within a dense text or a complex table, B) Make inferences
about logical connections to provide explanations and reasons, C) Integrate
textual and visual information to interpret the relationship between ideas,
and D) Evaluate content and textual elements to make a generalization. The
procedure for identifying International Benchmarks changed from the PIRLS
2001 method of using percentiles to a method based on scores that do not change
from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the
\\\"Upper Quarter Benchmark\\\" or 75th percentile score, which corresponded
to a scale score of 570. The 2001 data in this database were recalculated
based on a 550 High Benchmark score and are different than the data found
in the 2001 PIRLS report. Data reflects country performance in the stated
year, but may not be comparable across years or countries. Consult the PIRLS
website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.HI.FE\",\"name\":\"PIRLS: Female 4th grade students
reaching the high international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female 4th grade students reaching the high
international benchmark in reading achievement (%) is the share of female
4th grade students scoring at least 550 on the reading assessment. When reading
Literary Texts, students at the high benchmarking level can A) Locate and
distinguish significant actions and details embedded across the text, B) Make
inferences to explain relationships between intentions, actions, events, and
feelings, and give text-based support, C) Interpret and integrate story events
and character actions and traits from different parts of the text, D) Evaluate
the significance of events and actions across the entire story, and E) Recognize
the use of some language features (e.g., metaphor, tone, imagery). When reading
Informational Texts, students at this benchmarking level can: A) Locate and
distinguish relevant information within a dense text or a complex table, B)
Make inferences about logical connections to provide explanations and reasons,
C) Integrate textual and visual information to interpret the relationship
between ideas, and D) Evaluate content and textual elements to make a generalization.
The procedure for identifying International Benchmarks changed from the PIRLS
2001 method of using percentiles to a method based on scores that do not change
from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the
\\\"Upper Quarter Benchmark\\\" or 75th percentile score, which corresponded
to a scale score of 570. The 2001 data in this database were recalculated
based on a 550 High Benchmark score and are different than the data found
in the 2001 PIRLS report. Data reflects country performance in the stated
year, but may not be comparable across years or countries. Consult the PIRLS
website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.HI.MA\",\"name\":\"PIRLS:
Male 4th grade students reaching the high international benchmark in reading
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Male
4th grade students reaching the high international benchmark in reading achievement
(%) is the share of male 4th grade students scoring at least 550 on the reading
assessment. When reading Literary Texts, students at the high benchmarking
level can A) Locate and distinguish significant actions and details embedded
across the text, B) Make inferences to explain relationships between intentions,
actions, events, and feelings, and give text-based support, C) Interpret and
integrate story events and character actions and traits from different parts
of the text, D) Evaluate the significance of events and actions across the
entire story, and E) Recognize the use of some language features (e.g., metaphor,
tone, imagery). When reading Informational Texts, students at this benchmarking
level can: A) Locate and distinguish relevant information within a dense text
or a complex table, B) Make inferences about logical connections to provide
explanations and reasons, C) Integrate textual and visual information to interpret
the relationship between ideas, and D) Evaluate content and textual elements
to make a generalization. The procedure for identifying International Benchmarks
changed from the PIRLS 2001 method of using percentiles to a method based
on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the
High Benchmark was called the \\\"Upper Quarter Benchmark\\\" or 75th percentile
score, which corresponded to a scale score of 570. The 2001 data in this database
were recalculated based on a 550 High Benchmark score and are different than
the data found in the 2001 PIRLS report. Data reflects country performance
in the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.INT\",\"name\":\"PIRLS:
Fourth grade students reaching the intermediate international benchmark in
reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Fourth grade students reaching the intermediate
international benchmark in reading achievement (%) is the share of fourth
grade students scoring at least 475 on the reading assessment. When reading
Literary Texts, students at the intermediate benchmarking level can A) Retrieve
and reproduce explicitly stated actions, events, and feelings, B) Make straightforward
inferences about the attributes, feelings, and motivations of main characters,
C) Interpret obvious reasons and causes and give simple explanations, and
D) Begin to recognize language features and style. When reading Informational
Texts, students at the informational level can A) Locate and reproduce two
or three pieces of information from within the text, and B) Use subheadings,
text boxes, and illustrations to locate parts of the text. The procedure for
identifying International Benchmarks changed from the PIRLS 2001 method of
using percentiles to a method based on scores that do not change from PIRLS
cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median
Benchmark\\\" (50th percentile score or median), which corresponded to a scale
score of 510. The 2001 data in this database were recalculated based on a
475 Intermediate Benchmark score and are different than the data found in
the 2001 PIRLS report. Data reflects country performance in the stated year,
but may not be comparable across years or countries. Consult the PIRLS website
for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.INT.FE\",\"name\":\"PIRLS: Female 4th grade students
reaching the intermediate international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female 4th grade students reaching the intermediate
international benchmark in reading achievement (%) is the share of female
4th grade students scoring at least 475 on the reading assessment. When reading
Literary Texts, students at the intermediate benchmarking level can A) Retrieve
and reproduce explicitly stated actions, events, and feelings, B) Make straightforward
inferences about the attributes, feelings, and motivations of main characters,
C) Interpret obvious reasons and causes and give simple explanations, and
D) Begin to recognize language features and style. When reading Informational
Texts, students at the informational level can A) Locate and reproduce two
or three pieces of information from within the text, and B) Use subheadings,
text boxes, and illustrations to locate parts of the text. The procedure for
identifying International Benchmarks changed from the PIRLS 2001 method of
using percentiles to a method based on scores that do not change from PIRLS
cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median
Benchmark\\\" (50th percentile score or median), which corresponded to a scale
score of 510. The 2001 data in this database were recalculated based on a
475 Intermediate Benchmark score and are different than the data found in
the 2001 PIRLS report. Data reflects country performance in the stated year,
but may not be comparable across years or countries. Consult the PIRLS website
for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.INT.MA\",\"name\":\"PIRLS:
Male 4th grade students reaching the intermediate international benchmark
in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male 4th grade students reaching the intermediate
international benchmark in reading achievement (%) is the share of male 4th
grade students scoring at least 475 on the reading assessment. When reading
Literary Texts, students at the intermediate benchmarking level can A) Retrieve
and reproduce explicitly stated actions, events, and feelings, B) Make straightforward
inferences about the attributes, feelings, and motivations of main characters,
C) Interpret obvious reasons and causes and give simple explanations, and
D) Begin to recognize language features and style. When reading Informational
Texts, students at the informational level can A) Locate and reproduce two
or three pieces of information from within the text, and B) Use subheadings,
text boxes, and illustrations to locate parts of the text. The procedure for
identifying International Benchmarks changed from the PIRLS 2001 method of
using percentiles to a method based on scores that do not change from PIRLS
cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median
Benchmark\\\" (50th percentile score or median), which corresponded to a scale
score of 510. The 2001 data in this database were recalculated based on a
475 Intermediate Benchmark score and are different than the data found in
the 2001 PIRLS report. Data reflects country performance in the stated year,
but may not be comparable across years or countries. Consult the PIRLS website
for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.LOW\",\"name\":\"PIRLS:
Fourth grade students reaching the low international benchmark in reading
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Fourth
grade students reaching the low international benchmark in reading achievement
(%) is the share of fourth grade students scoring at least 400 on the reading
assessment. When reading Literary Texts, students at the low benchmarking
level can locate and retrieve an explicitly stated detail. When reading Informational
Texts, students at the low benchmark can locate and reproduce explicitly stated
information that is at the beginning of the text. The procedure for identifying
International Benchmarks changed from the PIRLS 2001 method of using percentiles
to a method based on scores that do not change from PIRLS cycle to cycle.
In PIRLS 2001, the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\"
(25th percentile score), which corresponded to a scale score of 435. The 2001
data in this database were recalculated based on a 400 Low Benchmark score
and are different than the data found in the 2001 PIRLS report. Data reflects
country performance in the stated year, but may not be comparable across years
or countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.LOW.FE\",\"name\":\"PIRLS: Female 4th grade students
reaching the low international benchmark in reading achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female 4th grade students reaching the low
international benchmark in reading achievement (%) is the share of female
4th grade students scoring at least 400 on the reading assessment. When reading
Literary Texts, students at the low benchmarking level can locate and retrieve
an explicitly stated detail. When reading Informational Texts, students at
the low benchmark can locate and reproduce explicitly stated information that
is at the beginning of the text. The procedure for identifying International
Benchmarks changed from the PIRLS 2001 method of using percentiles to a method
based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001,
the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\" (25th percentile
score), which corresponded to a scale score of 435. The 2001 data in this
database were recalculated based on a 400 Low Benchmark score and are different
than the data found in the 2001 PIRLS report. Data reflects country performance
in the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.LOW.MA\",\"name\":\"PIRLS:
Male 4th grade students reaching the low international benchmark in reading
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Male
4th grade students reaching the low international benchmark in reading achievement
(%) is the share of male 4th grade students scoring at least 400 on the reading
assessment. When reading Literary Texts, students at the low benchmarking
level can locate and retrieve an explicitly stated detail. When reading Informational
Texts, students at the low benchmark can locate and reproduce explicitly stated
information that is at the beginning of the text. The procedure for identifying
International Benchmarks changed from the PIRLS 2001 method of using percentiles
to a method based on scores that do not change from PIRLS cycle to cycle.
In PIRLS 2001, the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\"
(25th percentile score), which corresponded to a scale score of 435. The 2001
data in this database were recalculated based on a 400 Low Benchmark score
and are different than the data found in the 2001 PIRLS report. Data reflects
country performance in the stated year, but may not be comparable across years
or countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.MA\",\"name\":\"PIRLS:
Mean performance on the reading scale, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the reading scale for fourth
grade students. Male is the average scale score for male fourth graders on
the PIRLS reading assessment. The scale centerpoint is 500. Data reflects
country performance in the stated year, but may not be comparable across years
or countries. Consult the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PIRLS.REA.P05\",\"name\":\"PIRLS: Distribution of Reading
Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P10\",\"name\":\"PIRLS:
Distribution of Reading Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P25\",\"name\":\"PIRLS:
Distribution of Reading Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P50\",\"name\":\"PIRLS:
Distribution of Reading Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P75\",\"name\":\"PIRLS:
Distribution of Reading Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P90\",\"name\":\"PIRLS:
Distribution of Reading Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PIRLS.REA.P95\",\"name\":\"PIRLS:
Distribution of Reading Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year, but may not be comparable across years or countries. Consult
the PIRLS website for more detailed information: http:\\/\\/timssandpirls.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA) Progress in
International Reading Literacy Study (PIRLS)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT\",\"name\":\"PISA:
Mean performance on the mathematics scale\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old students on the
PISA mathematics scale. The metric for the overall mathematics scale is based
on a mean for OECD countries of 500 points and a standard deviation of 100
points. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.MAT.0\",\"name\":\"PISA: 15-year-olds by mathematics
proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students below the
lowest proficiency level (scoring 358 or below) on the PISA mathematics scale.
Students below Level 1 may be able to perform very direct and straightforward
mathematical tasks, such as reading a single value from a well-labeled chart
or table where the labels on the chart match the words in the stimulus and
question, so that the selection criteria are clear and the relationship between
the chart and the aspects of the context depicted are evident, and performing
arithmetic calculations with whole numbers by following clear and well-defined
instructions. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.0.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students below
the lowest proficiency level (scoring 358 or below) on the PISA mathematics
scale. Students below Level 1 may be able to perform very direct and straightforward
mathematical tasks, such as reading a single value from a well-labeled chart
or table where the labels on the chart match the words in the stimulus and
question, so that the selection criteria are clear and the relationship between
the chart and the aspects of the context depicted are evident, and performing
arithmetic calculations with whole numbers by following clear and well-defined
instructions. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.0.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students below
the lowest proficiency level (scoring 358 or below) on the PISA mathematics
scale. Students below Level 1 may be able to perform very direct and straightforward
mathematical tasks, such as reading a single value from a well-labeled chart
or table where the labels on the chart match the words in the stimulus and
question, so that the selection criteria are clear and the relationship between
the chart and the aspects of the context depicted are evident, and performing
arithmetic calculations with whole numbers by following clear and well-defined
instructions. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.1\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 358 but lower than or equal to 420 points on the PISA mathematics
scale. . At Level 1, students can answer questions involving familiar contexts
where all relevant information is present and the questions are clearly defined.
They are able to identify information and to carry out routine procedures
according to direct instructions in explicit situations. They can perform
actions that are almost always obvious and follow immediately from the given
stimuli. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.1.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 358 but lower than or equal to 420 points on the PISA mathematics
scale. At Level 1, students can answer questions involving familiar contexts
where all relevant information is present and the questions are clearly defined.
They are able to identify information and to carry out routine procedures
according to direct instructions in explicit situations. They can perform
actions that are almost always obvious and follow immediately from the given
stimuli. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.1.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 358 but lower than or equal to 420 points on the PISA mathematics
scale. At Level 1, students can answer questions involving familiar contexts
where all relevant information is present and the questions are clearly defined.
They are able to identify information and to carry out routine procedures
according to direct instructions in explicit situations. They can perform
actions that are almost always obvious and follow immediately from the given
stimuli. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.2\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 420 but lower than or equal to 482 points on the PISA mathematics
scale. At Level 2, students can interpret and recognize situations in contexts
that require no more than direct inference. They can extract relevant information
from a single source and make use of a single representational mode. Students
at this level can employ basic algorithms, formulae, procedures, or conventions
to solve problems involving whole numbers. They are capable of making literal
interpretations of the results. Data reflects country performance in the stated
year according to PISA reports, but may not be comparable across years or
countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.2.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 420 but lower than or equal to 482 points on the PISA mathematics
scale. At Level 2, students can interpret and recognize situations in contexts
that require no more than direct inference. They can extract relevant information
from a single source and make use of a single representational mode. Students
at this level can employ basic algorithms, formulae, procedures, or conventions
to solve problems involving whole numbers. They are capable of making literal
interpretations of the results. Data reflects country performance in the stated
year according to PISA reports, but may not be comparable across years or
countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.2.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 420 but lower than or equal to 482 points on the PISA mathematics
scale. At Level 2, students can interpret and recognize situations in contexts
that require no more than direct inference. They can extract relevant information
from a single source and make use of a single representational mode. Students
at this level can employ basic algorithms, formulae, procedures, or conventions
to solve problems involving whole numbers. They are capable of making literal
interpretations of the results. Data reflects country performance in the stated
year according to PISA reports, but may not be comparable across years or
countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.3\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 482 but lower than or equal to 545 points on the PISA mathematics
scale. At Level 3, students can execute clearly described procedures, including
those that require sequential decisions. Their interpretations are sufficiently
sound to be a base for building a simple model or for selecting and applying
simple problem- solving strategies. Students at this level can interpret and
use representations based on different information sources and reason directly
from them. They typically show some ability to handle percentages, fractions
and decimal numbers, and to work with proportional relationships. Their solutions
reflect that they have engaged in basic interpretation and reasoning. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.3.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 482 but lower than or equal to 545 points on the PISA mathematics
scale. At Level 3, students can execute clearly described procedures, including
those that require sequential decisions. Their interpretations are sufficiently
sound to be a base for building a simple model or for selecting and applying
simple problem- solving strategies. Students at this level can interpret and
use representations based on different information sources and reason directly
from them. They typically show some ability to handle percentages, fractions
and decimal numbers, and to work with proportional relationships. Their solutions
reflect that they have engaged in basic interpretation and reasoning. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.3.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 482 but lower than or equal to 545 points on the PISA mathematics
scale. At Level 3, students can execute clearly described procedures, including
those that require sequential decisions. Their interpretations are sufficiently
sound to be a base for building a simple model or for selecting and applying
simple problem- solving strategies. Students at this level can interpret and
use representations based on different information sources and reason directly
from them. They typically show some ability to handle percentages, fractions
and decimal numbers, and to work with proportional relationships. Their solutions
reflect that they have engaged in basic interpretation and reasoning. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.4\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 545 but lower than or equal to 607 on the PISA mathematics scale.
At Level 4, students can work effectively with explicit models for complex
concrete situations that may involve constraints or call for making assumptions.
They can select and integrate different representations, including symbolic,
linking them directly to aspects of real-world situations. Students at this
level can utilize their limited range of skills and can reason with some insight,
in straightforward contexts. They can construct and communicate explanations
and arguments based on their interpretations, arguments, and actions. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.4.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 545 but lower than or equal to 607 on the PISA mathematics scale.
At Level 4, students can work effectively with explicit models for complex
concrete situations that may involve constraints or call for making assumptions.
They can select and integrate different representations, including symbolic,
linking them directly to aspects of real-world situations. Students at this
level can utilize their limited range of skills and can reason with some insight,
in straightforward contexts. They can construct and communicate explanations
and arguments based on their interpretations, arguments, and actions. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.4.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 545 but lower than or equal to 607 on the PISA mathematics scale.
At Level 4, students can work effectively with explicit models for complex
concrete situations that may involve constraints or call for making assumptions.
They can select and integrate different representations, including symbolic,
linking them directly to aspects of real-world situations. Students at this
level can utilize their limited range of skills and can reason with some insight,
in straightforward contexts. They can construct and communicate explanations
and arguments based on their interpretations, arguments, and actions. Data
reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.5\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 607 but lower than or equal to 669 on the PISA mathematics scale.
At Level 5, students can develop and work with models for complex situations,
identifying constraints and specifying assumptions. They can select, compare,
and evaluate appropriate problem-solving strategies for dealing with complex
problems related to these models. Students at this level can work strategically
using broad, well-developed thinking and reasoning skills, appropriate linked
representations, symbolic and formal characterizations, and insight pertaining
to these situations. They begin to reflect on their work and can formulate
and communicate their interpretations and reasoning. Data reflects country
performance in the stated year according to PISA reports, but may not be comparable
across years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.5.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 607 but lower than or equal to 669 on the PISA mathematics scale.
At Level 5, students can develop and work with models for complex situations,
identifying constraints and specifying assumptions. They can select, compare,
and evaluate appropriate problem-solving strategies for dealing with complex
problems related to these models. Students at this level can work strategically
using broad, well-developed thinking and reasoning skills, appropriate linked
representations, symbolic and formal characterizations, and insight pertaining
to these situations. They begin to reflect on their work and can formulate
and communicate their interpretations and reasoning. Data reflects country
performance in the stated year according to PISA reports, but may not be comparable
across years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.5.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.6\",\"name\":\"PISA:
15-year-olds by mathematics proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize,
generalize and utilize information based on their investigations and modeling
of complex problem situations, and can use their knowledge in relatively non-standard
contexts. They can link different information sources and representations
and flexibly translate among them. Students at this level are capable of advanced
mathematical thinking and reasoning. These students can apply this insight
and understanding, along with a mastery of symbolic and formal mathematical
operations and relationships, to develop new approaches and strategies for
attacking novel situations. Students at this level can reflect on their actions,
and can formulate and precisely communicate their actions and reflections
regarding their findings, interpretations, arguments, and the appropriateness
of these to the original situation. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.6.FE\",\"name\":\"PISA:
Female 15-year-olds by mathematics proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize,
generalize and utilize information based on their investigations and modeling
of complex problem situations, and can use their knowledge in relatively non-standard
contexts. They can link different information sources and representations
and flexibly translate among them. Students at this level are capable of advanced
mathematical thinking and reasoning. These students can apply this insight
and understanding, along with a mastery of symbolic and formal mathematical
operations and relationships, to develop new approaches and strategies for
attacking novel situations. Students at this level can reflect on their actions,
and can formulate and precisely communicate their actions and reflections
regarding their findings, interpretations, arguments, and the appropriateness
of these to the original situation. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.6.MA\",\"name\":\"PISA:
Male 15-year-olds by mathematics proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize,
generalize and utilize information based on their investigations and modeling
of complex problem situations, and can use their knowledge in relatively non-standard
contexts. They can link different information sources and representations
and flexibly translate among them. Students at this level are capable of advanced
mathematical thinking and reasoning. These students can apply this insight
and understanding, along with a mastery of symbolic and formal mathematical
operations and relationships, to develop new approaches and strategies for
attacking novel situations. Students at this level can reflect on their actions,
and can formulate and precisely communicate their actions and reflections
regarding their findings, interpretations, arguments, and the appropriateness
of these to the original situation. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.FE\",\"name\":\"PISA:
Mean performance on the mathematics scale. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old female students
on the PISA mathematics scale. The metric for the overall mathematics scale
is based on a mean for OECD countries of 500 points and a standard deviation
of 100 points. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.MAT.MA\",\"name\":\"PISA: Mean performance on the
mathematics scale. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old male students
on the PISA mathematics scale. The metric for the overall mathematics scale
is based on a mean for OECD countries of 500 points and a standard deviation
of 100 points. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.MAT.P05\",\"name\":\"The 5th percentile score is the
score below which 5 percent of students scored. Data reflects country performance
in the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P10\",\"name\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P25\",\"name\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P50\",\"name\":\"PISA:
Distribution of Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P75\",\"name\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P90\",\"name\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.MAT.P95\",\"name\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA\",\"name\":\"PISA:
Mean performance on the reading scale\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old students on the
PISA reading scale. The metric for the overall reading scale is based on a
mean for participating OECD countries set at 500, with a standard deviation
of 100. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.REA.0\",\"name\":\"PISA: 15-year-olds by reading proficiency
level (%). Below Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
students below the lowest proficiency level (1B) on the PISA reading scale.
Students with scores below Level 1b (less or equal to 262 points) usually
do not succeed at the most basic reading tasks that PISA measures. This does
not necessarily mean that they are illiterate, but that there is insufficient
information on which to base a description of their reading proficiency. 2000,
2003, and 2006 PISA assessments used a different reading proficiency scale
(Below Level 1 to Level 5) than later assessments, which use a reading scale
from Below Level 1B to Level 6. Because an equivalent proficiency level to
\\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003,
and 2006 PISA Reports, the data are not currently available for those years.
Use caution in comparing proficiency scores across years. For more information
on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.0.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Below Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
students below the lowest proficiency level (1B) on the PISA reading scale.
Students with scores below Level 1b (less or equal to 262 points) usually
do not succeed at the most basic reading tasks that PISA measures. This does
not necessarily mean that they are illiterate, but that there is insufficient
information on which to base a description of their reading proficiency. 2000,
2003, and 2006 PISA assessments used a different reading proficiency scale
(Below Level 1 to Level 5) than later assessments, which use a reading scale
from Below Level 1B to Level 6. 2000, 2003, and 2006 PISA assessments used
a different reading proficiency scale (Below Level 1 to Level 5) than later
assessments, which use a reading scale from Below Level 1B to Level 6. Because
an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were
not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not
currently available for those years. Use caution in comparing proficiency
scores across years. For more information on comparability of results, consult
the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.0.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Below Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
students below the lowest proficiency level (1B) on the PISA reading scale.
Students with scores below Level 1b (less or equal to 262 points) usually
do not succeed at the most basic reading tasks that PISA measures. This does
not necessarily mean that they are illiterate, but that there is insufficient
information on which to base a description of their reading proficiency. 2000,
2003, and 2006 PISA assessments used a different reading proficiency scale
(Below Level 1 to Level 5) than later assessments, which use a reading scale
from Below Level 1B to Level 6. Because an equivalent proficiency level to
\\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003,
and 2006 PISA Reports, the data are not currently available for those years.
Use caution in comparing proficiency scores across years. For more information
on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1A\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 1A\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 335 but lower than or equal to 407 on the PISA reading scale.
Tasks at Level 1A require the reader to locate one or more independent pieces
of explicitly stated information; to recognize the main theme or author\u2019s
purpose in a text about a familiar topic, or to make a simple connection between
information in the text and common, everyday knowledge. Typically the required
information in the text is prominent and there is little, if any, competing
information. The reader is explicitly directed to consider relevant factors
in the task and in the text. 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
1 data have been included in this database as Level 1A because they are based
on an identical score range. Use caution in comparing proficiency scores
across years. For more information on comparability of results, consult the
PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1A.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 1A\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 335 but lower than or equal to 407 on the PISA reading scale.
Tasks at Level 1A require the reader to locate one or more independent pieces
of explicitly stated information; to recognize the main theme or author\u2019s
purpose in a text about a familiar topic, or to make a simple connection between
information in the text and common, everyday knowledge. Typically the required
information in the text is prominent and there is little, if any, competing
information. The reader is explicitly directed to consider relevant factors
in the task and in the text. 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
1 data have been included in this database as Level 1A because they are based
on an identical score range. Use caution in comparing proficiency scores
across years. For more information on comparability of results, consult the
PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1A.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 1A\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 335 but lower than or equal to 407 on the PISA reading scale.
Tasks at Level 1A require the reader to locate one or more independent pieces
of explicitly stated information; to recognize the main theme or author\u2019s
purpose in a text about a familiar topic, or to make a simple connection between
information in the text and common, everyday knowledge. Typically the required
information in the text is prominent and there is little, if any, competing
information. The reader is explicitly directed to consider relevant factors
in the task and in the text. 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
1 data have been included in this database as Level 1A because they are based
on an identical score range. Use caution in comparing proficiency scores
across years. For more information on comparability of results, consult the
PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1B\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 262 but lower than or equal to 335 on the PISA reading scale.
Tasks at level 1B require the reader to locate a single piece of explicitly
stated information in a prominent position in a short, syntactically simple
text with a familiar context and text type, such as a narrative or a simple
list. The text typically provides support to the reader, such as repetition
of information, pictures or familiar symbols. There is minimal competing information.
In tasks requiring interpretation the reader may need to make simple connections
between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Below Level 1 to Level 5) than
later assessments, which use a reading scale from Below Level 1B to Level
6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level
1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data
are not currently available for those years. Use caution in comparing proficiency
scores across years. For more information on comparability of results, consult
the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1B.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 262 but lower than or equal to 335 on the PISA reading scale.
Tasks at level 1B require the reader to locate a single piece of explicitly
stated information in a prominent position in a short, syntactically simple
text with a familiar context and text type, such as a narrative or a simple
list. The text typically provides support to the reader, such as repetition
of information, pictures or familiar symbols. There is minimal competing information.
In tasks requiring interpretation the reader may need to make simple connections
between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Below Level 1 to Level 5) than
later assessments, which use a reading scale from Below Level 1B to Level
6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level
1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data
are not currently available for those years. Use caution in comparing proficiency
scores across years. For more information on comparability of results, consult
the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.1B.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 1B\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 262 but lower than or equal to 335 on the PISA reading scale.
Tasks at level 1B require the reader to locate a single piece of explicitly
stated information in a prominent position in a short, syntactically simple
text with a familiar context and text type, such as a narrative or a simple
list. The text typically provides support to the reader, such as repetition
of information, pictures or familiar symbols. There is minimal competing information.
In tasks requiring interpretation the reader may need to make simple connections
between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Below Level 1 to Level 5) than
later assessments, which use a reading scale from Below Level 1B to Level
6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level
1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data
are not currently available for those years. Use caution in comparing proficiency
scores across years. For more information on comparability of results, consult
the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.2\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 407 but lower than or equal to 480 on the PISA reading scale.
Some tasks at level 2 require the reader to locate one or more pieces of information,
which may need to be inferred and may need to meet several conditions. Others
require recognizing the main idea in a text, understanding relationships,
or construing meaning within a limited part of the text when the information
is not prominent and the reader must make low level inferences. Tasks at this
level may involve comparisons or contrasts based on a single feature in the
text. Typical reflective tasks at this level require readers to make a comparison
or several connections between the text and outside knowledge, by drawing
on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Levels 1 to 5) than later assessments,
which use a scale from Level 1B to Level 6. PISA 2000\\/2003\\/2006 Level
2 data have been included in this database as Level 2 because they are based
on an identical score range. Use caution in comparing proficiency scores across
years. For more information on comparability of results, consult the PISA
website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.2.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 407 but lower than or equal to 480 on the PISA reading scale.
Some tasks at level 2 require the reader to locate one or more pieces of information,
which may need to be inferred and may need to meet several conditions. Others
require recognizing the main idea in a text, understanding relationships,
or construing meaning within a limited part of the text when the information
is not prominent and the reader must make low level inferences. Tasks at this
level may involve comparisons or contrasts based on a single feature in the
text. Typical reflective tasks at this level require readers to make a comparison
or several connections between the text and outside knowledge, by drawing
on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Levels 1 to 5) than later assessments,
which use a scale from Level 1B to Level 6. PISA 2000\\/2003\\/2006 Level
2 data have been included in this database as Level 2 because they are based
on an identical score range. Use caution in comparing proficiency scores across
years. For more information on comparability of results, consult the PISA
website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.2.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 407 but lower than or equal to 480 on the PISA reading scale.
Some tasks at level 2 require the reader to locate one or more pieces of information,
which may need to be inferred and may need to meet several conditions. Others
require recognizing the main idea in a text, understanding relationships,
or construing meaning within a limited part of the text when the information
is not prominent and the reader must make low level inferences. Tasks at this
level may involve comparisons or contrasts based on a single feature in the
text. Typical reflective tasks at this level require readers to make a comparison
or several connections between the text and outside knowledge, by drawing
on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments
used a different reading proficiency scale (Levels 1 to 5) than later assessments,
which use a scale from Level 1B to Level 6. PISA 2000\\/2003\\/2006 Level
2 data have been included in this database as Level 2 because they are based
on an identical score range. Use caution in comparing proficiency scores across
years. For more information on comparability of results, consult the PISA
website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.3\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.3.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.3.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.4\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 553 but lower than or equal to 626 on the PISA reading scale.
Tasks at Level 4 involve retrieving information require the reader to locate
and organize several pieces of embedded information. Some tasks at this level
require interpreting the meaning of nuances of language in a section of text
by taking into account the text as a whole. Other interpretative tasks require
understanding and applying categories in an unfamiliar context. Reflective
tasks at this level require readers to use formal or public knowledge to hypothesize
about or critically evaluate a text. Readers must demonstrate an accurate
understanding of long or complex texts whose content or form may be unfamiliar.
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 4 data have been included in
this database as Level 4 because they are based on an identical score range.
Use caution in comparing proficiency scores across years. For more information
on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.4.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 553 but lower than or equal to 626 on the PISA reading scale.
Tasks at Level 4 involve retrieving information require the reader to locate
and organize several pieces of embedded information. Some tasks at this level
require interpreting the meaning of nuances of language in a section of text
by taking into account the text as a whole. Other interpretative tasks require
understanding and applying categories in an unfamiliar context. Reflective
tasks at this level require readers to use formal or public knowledge to hypothesize
about or critically evaluate a text. Readers must demonstrate an accurate
understanding of long or complex texts whose content or form may be unfamiliar.
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 4 data have been included in
this database as Level 4 because they are based on an identical score range.
Use caution in comparing proficiency scores across years. For more information
on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.4.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 553 but lower than or equal to 626 on the PISA reading scale.
Tasks at Level 4 involve retrieving information require the reader to locate
and organize several pieces of embedded information. Some tasks at this level
require interpreting the meaning of nuances of language in a section of text
by taking into account the text as a whole. Other interpretative tasks require
understanding and applying categories in an unfamiliar context. Reflective
tasks at this level require readers to use formal or public knowledge to hypothesize
about or critically evaluate a text. Readers must demonstrate an accurate
understanding of long or complex texts whose content or form may be unfamiliar.
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 4 data have been included in
this database as Level 4 because they are based on an identical score range.
Use caution in comparing proficiency scores across years. For more information
on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.5\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 626 but lower than or equal to 698 on the PISA reading scale.
Tasks at level 5 involve retrieving information require the reader to locate
and organize several pieces of deeply embedded information, inferring which
information in the text is relevant. Reflective tasks require critical evaluation
or hypothesis, drawing on specialized knowledge. Both interpretative and reflective
tasks require a full and detailed understanding of a text whose content or
form is unfamiliar. For all aspects of reading, tasks at this level typically
involve dealing with concepts that are contrary to expectations. 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.
In this database, 2000\\/2003\\/2006 Level 5 data are calculated figures based
on the current Level 5 (626 to 698) rather than the figures presented for
Level 5 (626+) in PISA Reports. Use caution in comparing results across years.
For more information on comparability of results, consult the PISA website:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.5.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 626 but lower than or equal to 698 on the PISA reading scale.
Tasks at level 5 involve retrieving information require the reader to locate
and organize several pieces of deeply embedded information, inferring which
information in the text is relevant. Reflective tasks require critical evaluation
or hypothesis, drawing on specialized knowledge. Both interpretative and reflective
tasks require a full and detailed understanding of a text whose content or
form is unfamiliar. For all aspects of reading, tasks at this level typically
involve dealing with concepts that are contrary to expectations. 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.
In this database, 2000\\/2003\\/2006 Level 5 data are calculated figures based
on the current PISA Proficiency Level 5 (626 to 698) rather than the figures
presented for Level 5 (626+) in PISA Reports. Use caution in comparing results
across years. For more information on comparability of results, consult the
PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.5.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 626 but lower than or equal to 698 on the PISA reading scale.
Tasks at level 5 involve retrieving information require the reader to locate
and organize several pieces of deeply embedded information, inferring which
information in the text is relevant. Reflective tasks require critical evaluation
or hypothesis, drawing on specialized knowledge. Both interpretative and reflective
tasks require a full and detailed understanding of a text whose content or
form is unfamiliar. For all aspects of reading, tasks at this level typically
involve dealing with concepts that are contrary to expectations. 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.
In this database, 2000\\/2003\\/2006 Level 5 data are calculated figures based
on the current PISA Proficiency Level 5 (626 to 698) rather than the figures
presented for Level 5 (626+) in PISA Reports. Use caution in comparing results
across years. For more information on comparability of results, consult the
PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.6\",\"name\":\"PISA:
15-year-olds by reading proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 698 on the PISA reading scale. Tasks at Level 6 level typically
require the reader to make multiple inferences, comparisons and contrasts
that are both detailed and precise. They require demonstration of a full and
detailed understanding of one or more texts and may involve integrating information
from more than one text. Tasks may require the reader to deal with unfamiliar
ideas, in the presence of prominent competing information, and to generate
abstract categories for interpretations. Reflect and evaluate tasks may require
the reader to hypothesize about or critically evaluate a complex text on an
unfamiliar topic, taking into account multiple criteria or perspectives, and
applying sophisticated understandings from beyond the text. A salient condition
for access and retrieve tasks at this level is precision of analysis and fine
attention to detail that is inconspicuous in the texts. 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. Level
6 data were not available in the 2000\\/2003\\/2006 PISA Reports, so these
figures were calculated based on the current PISA Reading Proficiency Level
6 (698+). Use caution in comparing proficiency scores across years. For more
information on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.6.FE\",\"name\":\"PISA:
Female 15-year-olds by reading proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 698 on the PISA reading scale. Tasks at Level 6 level typically
require the reader to make multiple inferences, comparisons and contrasts
that are both detailed and precise. They require demonstration of a full and
detailed understanding of one or more texts and may involve integrating information
from more than one text. Tasks may require the reader to deal with unfamiliar
ideas, in the presence of prominent competing information, and to generate
abstract categories for interpretations. Reflect and evaluate tasks may require
the reader to hypothesize about or critically evaluate a complex text on an
unfamiliar topic, taking into account multiple criteria or perspectives, and
applying sophisticated understandings from beyond the text. A salient condition
for access and retrieve tasks at this level is precision of analysis and fine
attention to detail that is inconspicuous in the texts. 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. Level
6 data were not available in the 2000\\/2003\\/2006 PISA Reports, so these
figures were calculated based on the current PISA Reading Proficiency Level
6 (698+). Use caution in comparing proficiency scores across years. For more
information on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.6.MA\",\"name\":\"PISA:
Male 15-year-olds by reading proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 698 on the PISA reading scale. Tasks at Level 6 level typically
require the reader to make multiple inferences, comparisons and contrasts
that are both detailed and precise. They require demonstration of a full and
detailed understanding of one or more texts and may involve integrating information
from more than one text. Tasks may require the reader to deal with unfamiliar
ideas, in the presence of prominent competing information, and to generate
abstract categories for interpretations. Reflect and evaluate tasks may require
the reader to hypothesize about or critically evaluate a complex text on an
unfamiliar topic, taking into account multiple criteria or perspectives, and
applying sophisticated understandings from beyond the text. A salient condition
for access and retrieve tasks at this level is precision of analysis and fine
attention to detail that is inconspicuous in the texts. 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. Level
6 data were not available in the 2000\\/2003\\/2006 PISA Reports, so these
figures were calculated based on the current PISA Reading Proficiency Level
6 (698+). Use caution in comparing proficiency scores across years. For more
information on comparability of results, consult the PISA website: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.FE\",\"name\":\"PISA:
Mean performance on the reading scale. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old female students
on the PISA reading scale. The metric for the overall reading scale is based
on a mean for participating OECD countries set at 500, with a standard deviation
of 100. Data reflects country performance in the stated year according to
PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.REA.MA\",\"name\":\"PISA: Mean performance on the
reading scale. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of 15-year-old male students on the PISA reading scale. The metric for
the overall reading scale is based on a mean for participating OECD countries
set at 500, with a standard deviation of 100. Data reflects country performance
in the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.REA.P05\",\"name\":\"The 5th percentile score is the
score below which 5 percent of students scored. Data reflects country performance
in the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P10\",\"name\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P25\",\"name\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P50\",\"name\":\"PISA:
Distribution of Reading Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P75\",\"name\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P90\",\"name\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.REA.P95\",\"name\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI\",\"name\":\"PISA:
Mean performance on the science scale\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old students on the
PISA science scale. In PISA 2006 the mean science score for OECD countries
was initially set at 500 points (for 30 OECD countries), then was re-set at
498 points after taking into account new OECD countries. Data reflects country
performance in the stated year according to PISA reports, but may not be comparable
across years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.SCI.0\",\"name\":\"PISA: 15-year-olds by science proficiency
level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
below the lowest proficiency level (less than or equal to 335) on the PISA
science scale. Students who score below Level 1 usually do not succeed at
the most basic levels of science that PISA measures. Such students are more
likely to have serious difficulties in using science to benefit from further
education and learning opportunities and in participating in life situations
related to science and technology. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.0.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
below the lowest proficiency level (less than or equal to 335) on the PISA
science scale. Students who score below Level 1 usually do not succeed at
the most basic levels of science that PISA measures. Such students are more
likely to have serious difficulties in using science to benefit from further
education and learning opportunities and in participating in life situations
related to science and technology. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.0.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Below Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
below the lowest proficiency level (less than or equal to 335) on the PISA
science scale. Students who score below Level 1 usually do not succeed at
the most basic levels of science that PISA measures. Such students are more
likely to have serious difficulties in using science to benefit from further
education and learning opportunities and in participating in life situations
related to science and technology. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.1\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 335 but less than or equal to 409 on the PISA science scale. At
Level 1, students have such limited scientific knowledge that it can only
be applied to a few, familiar situations. They can present scientific explanations
that are obvious and follow explicitly from given evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.1.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 335 but less than or equal to 409 on the PISA science scale. At
Level 1, students have such limited scientific knowledge that it can only
be applied to a few, familiar situations. They can present scientific explanations
that are obvious and follow explicitly from given evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.1.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 1\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 335 but less than or equal to 409 on the PISA science scale. At
Level 1, students have such limited scientific knowledge that it can only
be applied to a few, familiar situations. They can present scientific explanations
that are obvious and follow explicitly from given evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.2\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 409 but less than or equal to 484 on the PISA science scale. At
Level 2, students have adequate scientific knowledge to provide possible explanations
in familiar contexts or draw conclusions based on simple investigations. They
are capable of direct reasoning and making literal interpretations of the
results of scientific inquiry or technological problem solving. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.2.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 409 but less than or equal to 484 on the PISA science scale. At
Level 2, students have adequate scientific knowledge to provide possible explanations
in familiar contexts or draw conclusions based on simple investigations. They
are capable of direct reasoning and making literal interpretations of the
results of scientific inquiry or technological problem solving. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.2.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 2\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 409 but less than or equal to 484 on the PISA science scale. At
Level 2, students have adequate scientific knowledge to provide possible explanations
in familiar contexts or draw conclusions based on simple investigations. They
are capable of direct reasoning and making literal interpretations of the
results of scientific inquiry or technological problem solving. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.3\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 484 but less than or equal to 559 on the PISA science scale. At
Level 3, students can identify clearly described scientific issues in a range
of contexts. They can select facts and knowledge to explain phenomena and
apply simple models or inquiry strategies. Students at this level can interpret
and use scientific concepts from different disciplines and can apply them
directly. They can develop short statements using facts and make decisions
based on scientific knowledge. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.3.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 484 but less than or equal to 559 on the PISA science scale. At
Level 3, students can identify clearly described scientific issues in a range
of contexts. They can select facts and knowledge to explain phenomena and
apply simple models or inquiry strategies. Students at this level can interpret
and use scientific concepts from different disciplines and can apply them
directly. They can develop short statements using facts and make decisions
based on scientific knowledge. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.3.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 3\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 484 but less than or equal to 559 on the PISA science scale. At
Level 3, students can identify clearly described scientific issues in a range
of contexts. They can select facts and knowledge to explain phenomena and
apply simple models or inquiry strategies. Students at this level can interpret
and use scientific concepts from different disciplines and can apply them
directly. They can develop short statements using facts and make decisions
based on scientific knowledge. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.4\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 559 but less than or equal to 633 on the PISA science scale. At
Level 4, students can work effectively with situations and issues that may
involve explicit phenomena requiring them to make inferences about the role
of science or technology. They can select and integrate explanations from
different disciplines of science or technology and link those explanations
directly to aspects of life situations. Students at this level can reflect
on their actions and they can communicate decisions using scientific knowledge
and evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.4.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 559 but less than or equal to 633 on the PISA science scale. At
Level 4, students can work effectively with situations and issues that may
involve explicit phenomena requiring them to make inferences about the role
of science or technology. They can select and integrate explanations from
different disciplines of science or technology and link those explanations
directly to aspects of life situations. Students at this level can reflect
on their actions and they can communicate decisions using scientific knowledge
and evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.4.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 4\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 559 but less than or equal to 633 on the PISA science scale. At
Level 4, students can work effectively with situations and issues that may
involve explicit phenomena requiring them to make inferences about the role
of science or technology. They can select and integrate explanations from
different disciplines of science or technology and link those explanations
directly to aspects of life situations. Students at this level can reflect
on their actions and they can communicate decisions using scientific knowledge
and evidence. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.5\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 633 but less than or equal to 708 on the PISA science scale. At
Level 5, students can identify the scientific components of many complex life
situations, apply both scientific concepts and knowledge about science to
these situations, and can compare, select and evaluate appropriate scientific
evidence for responding to life situations. Students at this level can use
well-developed inquiry abilities, link knowledge appropriately, and bring
critical insights to situations. They can construct explanations based on
evidence and arguments based on their critical analysis. 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\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.5.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 633 but less than or equal to 708 on the PISA science scale. At
Level 5, students can identify the scientific components of many complex life
situations, apply both scientific concepts and knowledge about science to
these situations, and can compare, select and evaluate appropriate scientific
evidence for responding to life situations. Students at this level can use
well-developed inquiry abilities, link knowledge appropriately, and bring
critical insights to situations. They can construct explanations based on
evidence and arguments based on their critical analysis. 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\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.5.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 5\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 633 but less than or equal to 708 on the PISA science scale. At
Level 5, students can identify the scientific components of many complex life
situations, apply both scientific concepts and knowledge about science to
these situations, and can compare, select and evaluate appropriate scientific
evidence for responding to life situations. Students at this level can use
well-developed inquiry abilities, link knowledge appropriately, and bring
critical insights to situations. They can construct explanations based on
evidence and arguments based on their critical analysis. 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\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.6\",\"name\":\"PISA:
15-year-olds by science proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old students scoring
higher than 708 on the PISA science scale. At Level 6, students can consistently
identify, explain and apply scientific knowledge and knowledge about science
in a variety of complex life situations. They can link different information
sources and explanations and use evidence from those sources to justify decisions.
They clearly and consistently demonstrate advanced scientific thinking and
reasoning, and they use their scientific understanding in support of solutions
to unfamiliar scientific and technological situations. Students at this level
can use scientific knowledge and develop arguments in support of recommendations
and decisions that center on personal, social or global situations. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.6.FE\",\"name\":\"PISA:
Female 15-year-olds by science proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old female students scoring
higher than 708 on the PISA science scale. At Level 6, students can consistently
identify, explain and apply scientific knowledge and knowledge about science
in a variety of complex life situations. They can link different information
sources and explanations and use evidence from those sources to justify decisions.
They clearly and consistently demonstrate advanced scientific thinking and
reasoning, and they use their scientific understanding in support of solutions
to unfamiliar scientific and technological situations. Students at this level
can use scientific knowledge and develop arguments in support of recommendations
and decisions that center on personal, social or global situations. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.6.MA\",\"name\":\"PISA:
Male 15-year-olds by science proficiency level (%). Level 6\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 15-year-old male students scoring
higher than 708 on the PISA science scale. At Level 6, students can consistently
identify, explain and apply scientific knowledge and knowledge about science
in a variety of complex life situations. They can link different information
sources and explanations and use evidence from those sources to justify decisions.
They clearly and consistently demonstrate advanced scientific thinking and
reasoning, and they use their scientific understanding in support of solutions
to unfamiliar scientific and technological situations. Students at this level
can use scientific knowledge and develop arguments in support of recommendations
and decisions that center on personal, social or global situations. 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\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.FE\",\"name\":\"PISA:
Mean performance on the science scale. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average score of 15-year-old female students
on the PISA science scale. In PISA 2006 the mean science score for OECD countries
was initially set at 500 points (for 30 OECD countries), then was re-set at
498 points after taking into account new OECD countries. Data reflects country
performance in the stated year according to PISA reports, but may not be comparable
across years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.SCI.MA\",\"name\":\"PISA: Mean performance on the
science scale. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
score of 15-year-old male students on the PISA science scale. In PISA 2006
the mean science score for OECD countries was initially set at 500 points
(for 30 OECD countries), then was re-set at 498 points after taking into account
new OECD countries. Data reflects country performance in the stated year according
to PISA reports, but may not be comparable across years or countries. Consult
the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.PISA.SCI.P05\",\"name\":\"The 5th percentile score is the
score below which 5 percent of students scored. Data reflects country performance
in the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to PISA reports, but may not be comparable across years
or countries. Consult the PISA website for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P10\",\"name\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
10th percentile score is the score below which 10 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P25\",\"name\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
25th percentile score is the score below which 25 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P50\",\"name\":\"PISA:
Distribution of Science Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to PISA reports, but may not be comparable across
years or countries. Consult the PISA website for more detailed information:
http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD Programme
for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P75\",\"name\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
75th percentile score is the score below which 75 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P90\",\"name\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
90th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.PISA.SCI.P95\",\"name\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detail\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
95th percentile score is the score below which 90 percent of students scored.
Data reflects country performance in the stated year according to PISA reports,
but may not be comparable across years or countries. Consult the PISA website
for more detailed information: http:\\/\\/www.oecd.org\\/pisa\\/\",\"sourceOrganization\":\"OECD
Programme for International Student Assessment (PISA)\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT\",\"name\":\"SACMEQ:
Mean performance on the mathematics scale\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the mathematics scale is
the mean mathematics score for 6th grade students. Mean scores are on SACMEQ
scales for mathematics, which have averages of 500 and standard deviations
of 100. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.SACMEQ.MAT.FE\",\"name\":\"SACMEQ: Mean performance on
the mathematics scale, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the mathematics scale,
female is the mean mathematics score for female 6th grade students. Mean scores
are on SACMEQ scales for mathematics, which have averages of 500 and standard
deviations of 100. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.SACMEQ.MAT.L1\",\"name\":\"SACMEQ: 6th grade students by
mathematics proficiency level (%). Level 1 - Pre-Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this
level, students can apply single step addition or subtraction operations,
recognize simple shapes, match numbers and pictures, and count in whole numbers.
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L1.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 1 -
Pre-Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of
8) on the mathematics assessment. At this level, students can apply single
step addition or subtraction operations, recognize simple shapes, match numbers
and pictures, and count in whole numbers. Data reflects country performance
in the stated year according to SACMEQ, but may not be comparable across years
or countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L1.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At
this level, students can apply single step addition or subtraction operations,
recognize simple shapes, match numbers and pictures, and count in whole numbers.
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L2\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 2 - Emergent
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8)
on the mathematics assessment. At this level, students can apply a two-step
addition or subtraction operation involving carrying, checking (through very
basic estimation), or conversion of pictures to numbers. They can estimate
the length of familiar objects and recognize common two-dimensional shapes.
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L2.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 2 -
Emergent Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Emergent Numeracy level (Level
2 of 8) on the mathematics assessment. At this level, students can apply a
two-step addition or subtraction operation involving carrying, checking (through
very basic estimation), or conversion of pictures to numbers. They can estimate
the length of familiar objects and recognize common two-dimensional shapes.
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L2.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 2 - Emergent
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Emergent Numeracy level (Level 2
of 8) on the mathematics assessment. At this level, students can apply a two-step
addition or subtraction operation involving carrying, checking (through very
basic estimation), or conversion of pictures to numbers. They can estimate
the length of familiar objects and recognize common two-dimensional shapes.
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L3\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At
this level, students can translate verbal information presented in a sentence,
simple graph or table, using one arithmetic operation in several repeated
steps. They can translate graphical information into fractions, interpret
place value of whole numbers up to thousands, and interpret simple common
everyday units of measurement. Data reflects country performance in the stated
year according to SACMEQ, but may not be comparable across years or countries.
Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L3.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 3 -
Basic Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Basic Numeracy level (Level 3
of 8) on the mathematics assessment. At this level, students can translate
verbal information presented in a sentence, simple graph or table, using one
arithmetic operation in several repeated steps. They can translate graphical
information into fractions, interpret place value of whole numbers up to thousands,
and interpret simple common everyday units of measurement. Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L3.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 3 - Basic
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Basic Numeracy level (Level 3 of
8) on the mathematics assessment. At this level, students can translate verbal
information presented in a sentence, simple graph or table, using one arithmetic
operation in several repeated steps. They can translate graphical information
into fractions, interpret place value of whole numbers up to thousands, and
interpret simple common everyday units of measurement. Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L4\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 4 - Beginning
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Beginning Numeracy level (Level 4 of
8) on the mathematics assessment. At this level, students can translate verbal
or graphic information into simple arithmetic problems, and use multiple different
arithmetic operations (in the correct order) on whole numbers, fractions,
and\\/or decimals. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L4.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 4 -
Beginning Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Beginning Numeracy level (Level
4 of 8) on the mathematics assessment. At this level, students can translate
verbal or graphic information into simple arithmetic problems, and use multiple
different arithmetic operations (in the correct order) on whole numbers, fractions,
and\\/or decimals. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L4.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 4 - Beginning
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Beginning Numeracy level (Level
4 of 8) on the mathematics assessment. At this level, students can translate
verbal or graphic information into simple arithmetic problems, and use multiple
different arithmetic operations (in the correct order) on whole numbers, fractions,
and\\/or decimals. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L5\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 5 - Competent
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Competent Numeracy level (Level 5 of
8) on the mathematics assessment. At this level, students can translate verbal,
graphic, or tabular information into an arithmetic form in order to solve
a given problem. They can solve multiple-operation problems (using the correct
order of arithmetic operations) involving everyday units of measurement and\\/or
whole and mixed numbers, and convert basic measurement units from one level
of measurement to another (for example, meters to centimeters). Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L5.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 5 -
Competent Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Competent Numeracy level (Level
5 of 8) on the mathematics assessment. At this level, students can translate
verbal, graphic, or tabular information into an arithmetic form in order to
solve a given problem. They can solve multiple-operation problems (using the
correct order of arithmetic operations) involving everyday units of measurement
and\\/or whole and mixed numbers, and convert basic measurement units from
one level of measurement to another (for example, meters to centimeters).
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L5.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 5 - Competent
Numeracy\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Competent Numeracy level (Level
5 of 8) on the mathematics assessment. At this level, students can translate
verbal, graphic, or tabular information into an arithmetic form in order to
solve a given problem. They can solve multiple-operation problems (using the
correct order of arithmetic operations) involving everyday units of measurement
and\\/or whole and mixed numbers, and convert basic measurement units from
one level of measurement to another (for example, meters to centimeters).
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L6\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 6 - Mathematically
Skilled\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Mathematically Skilled numeracy level
(Level 6 of 8) on the mathematics assessment. At this level, students can
solve multiple-operation problems (using the correct order of arithmetic operations)
involving fractions, ratios, and decimals. They can translate verbal and graphic
representation information into symbolic, algebraic, and equation form in
order to solve a given mathematical problem. They can check and estimate answers
using external knowledge (not provided within the problem). Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L6.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 6 -
Mathematically Skilled\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Mathematically Skilled numeracy
level (Level 6 of 8) on the mathematics assessment. At this level, students
can solve multiple-operation problems (using the correct order of arithmetic
operations) involving fractions, ratios, and decimals. They can translate
verbal and graphic representation information into symbolic, algebraic, and
equation form in order to solve a given mathematical problem. They can check
and estimate answers using external knowledge (not provided within the problem).
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L6.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically
Skilled\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Mathematically Skilled numeracy
level (Level 6 of 8) on the mathematics assessment. At this level, students
can solve multiple-operation problems (using the correct order of arithmetic
operations) involving fractions, ratios, and decimals. They can translate
verbal and graphic representation information into symbolic, algebraic, and
equation form in order to solve a given mathematical problem. They can check
and estimate answers using external knowledge (not provided within the problem).
Data reflects country performance in the stated year according to SACMEQ,
but may not be comparable across years or countries. Consult the SACMEQ website
for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L7\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 7 - Concrete
Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Concrete Problem Solving numeracy level
(Level 7 of 8) on the mathematics assessment. At this level, students can
extract and convert (for example, with respect to measurement units) information
from tables, charts, visual and symbolic presentations in order to identify,
and then solve multi-step problems. Data reflects country performance in the
stated year according to SACMEQ, but may not be comparable across years or
countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L7.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 7 -
Concrete Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics
assessment. At this level, students can extract and convert (for example,
with respect to measurement units) information from tables, charts, visual
and symbolic presentations in order to identify, and then solve multi-step
problems. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L7.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 7 - Concrete
Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Concrete Problem Solving numeracy
level (Level 7 of 8) on the mathematics assessment. At this level, students
can extract and convert (for example, with respect to measurement units) information
from tables, charts, visual and symbolic presentations in order to identify,
and then solve multi-step problems. Data reflects country performance in the
stated year according to SACMEQ, but may not be comparable across years or
countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L8\",\"name\":\"SACMEQ:
6th grade students by mathematics proficiency level (%). Level 8 - Abstract
Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Abstract Problem Solving numeracy level
(Level 8 of 8) on the mathematics assessment. At this level, students can
identify the nature of an unstated mathematical problem embedded within verbal
or graphic information, and then translate this into symbolic, algebraic,
or equation form in order to solve the problem. Data reflects country performance
in the stated year according to SACMEQ, but may not be comparable across years
or countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L8.FE\",\"name\":\"SACMEQ:
Female 6th grade students by mathematics proficiency level (%). Level 8 -
Abstract Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics
assessment. At this level, students can identify the nature of an unstated
mathematical problem embedded within verbal or graphic information, and then
translate this into symbolic, algebraic, or equation form in order to solve
the problem. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.L8.MA\",\"name\":\"SACMEQ:
Male 6th grade students by mathematics proficiency level (%). Level 8 - Abstract
Problem Solving\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Abstract Problem Solving numeracy
level (Level 8 of 8) on the mathematics assessment. At this level, students
can identify the nature of an unstated mathematical problem embedded within
verbal or graphic information, and then translate this into symbolic, algebraic,
or equation form in order to solve the problem. Data reflects country performance
in the stated year according to SACMEQ, but may not be comparable across years
or countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.MAT.MA\",\"name\":\"SACMEQ:
Mean performance on the mathematics scale, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the mathematics scale,
male is the mean mathematics score for male 6th grade students. Mean scores
are on SACMEQ scales for mathematics, which have averages of 500 and standard
deviations of 100. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.SACMEQ.REA\",\"name\":\"SACMEQ: Mean performance on the
reading scale, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Mean
performance on the reading scale, total is the mean reading score for all
6th grade students. Mean scores are on SACMEQ scales for reading, which have
averages of 500 and standard deviations of 100. Data reflects country performance
in the stated year according to SACMEQ, but may not be comparable across years
or countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.SACMEQ.REA.FE\",\"name\":\"SACMEQ: Mean performance on
the reading scale, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the reading scale, female
is the mean reading score for female 6th grade students. Mean scores are on
SACMEQ scales for reading, which have averages of 500 and standard deviations
of 100. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.SACMEQ.REA.L1\",\"name\":\"SACMEQ: 6th grade students by
reading proficiency level (%). Level 1 - Pre-Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level,
the student can match words and pictures involving concrete concepts and everyday
objects, and follow short simple written instructions. Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L1.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade female students scoring
at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this
level, the student can match words and pictures involving concrete concepts
and everyday objects, and follow short simple written instructions. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L1.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade male students scoring
at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this
level, the student can match words and pictures involving concrete concepts
and everyday objects, and follow short simple written instructions. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L2\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 2 - Emergent Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Emergent Reading level (Level 2 of 8) on the reading assessment. Students
at this level can match words and pictures involving prepositions and abstract
concepts, and use cuing systems (by sounding out, using simple sentence structure,
and familiar words) to interpret phrases by reading on. Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L2.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 2 - Emergent
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Emergent Reading level (Level
2 of 8) on the reading assessment. Students at this level can match words
and pictures involving prepositions and abstract concepts, and use cuing systems
(by sounding out, using simple sentence structure, and familiar words) to
interpret phrases by reading on. Data reflects country performance in the
stated year according to SACMEQ, but may not be comparable across years or
countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L2.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 2 - Emergent
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Emergent Reading level (Level 2
of 8) on the reading assessment. Students at this level can match words and
pictures involving prepositions and abstract concepts, and use cuing systems
(by sounding out, using simple sentence structure, and familiar words) to
interpret phrases by reading on. Data reflects country performance in the
stated year according to SACMEQ, but may not be comparable across years or
countries. Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L3\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 3 - Basic Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Basic Reading level (Level 3 of 8) on the reading assessment. Students
at this level can interpret meaning (by matching words and phrases, completing
a sentence, or matching adjacent words) in a short and simple text by reading
on or reading back. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L3.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 3 - Basic
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Basic Reading level (Level 3 of
8) on the reading assessment. Students at this level can interpret meaning
(by matching words and phrases, completing a sentence, or matching adjacent
words) in a short and simple text by reading on or reading back. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L3.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 3 - Basic
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Basic Reading level (Level 3 of
8) on the reading assessment. Students at this level can interpret meaning
(by matching words and phrases, completing a sentence, or matching adjacent
words) in a short and simple text by reading on or reading back. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L4\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 4 - Reading for
Meaning\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Reading for Meaning level (Level 4 of
8) on the reading assessment. At this level, students can read on or read
back in order to link and interpret information located in various parts of
the text. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L4.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 4 - Reading
for Meaning\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Reading for Meaning level (Level
4 of 8) on the reading assessment. At this level, students can read on or
read back in order to link and interpret information located in various parts
of the text. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L4.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 4 - Reading
for Meaning\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Reading for Meaning level (Level
4 of 8) on the reading assessment. At this level, students can read on or
read back in order to link and interpret information located in various parts
of the text. Data reflects country performance in the stated year according
to SACMEQ, but may not be comparable across years or countries. Consult the
SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L5\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 5 - Interpretive
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Interpretive Reading level (Level 5 of
8) on the reading assessment. At this level, students can read on and reads
back in order to combine and interpret information from various parts of the
text in association with external information (based on recalled factual knowledge)
that \u2018completes\u2019 and contextualizes meaning. Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L5.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 5 - Interpretive
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Interpretive Reading level (Level
5 of 8) on the reading assessment. At this level, students can read on and
reads back in order to combine and interpret information from various parts
of the text in association with external information (based on recalled factual
knowledge) that \u2018completes\u2019 and contextualizes meaning. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L5.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 5 - Interpretive
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Interpretive Reading level (Level
5 of 8) on the reading assessment. At this level, students can read on and
reads back in order to combine and interpret information from various parts
of the text in association with external information (based on recalled factual
knowledge) that \u2018completes\u2019 and contextualizes meaning. Data reflects
country performance in the stated year according to SACMEQ, but may not be
comparable across years or countries. Consult the SACMEQ website for more
detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L6\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 6 - Inferential
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Inferential Reading level (Level 6 of
8) on the reading assessment. At this level, students can read on and read
back through longer texts (narrative, document, or expository) in order to
combine information from various parts of the texts so as to infer the writer\u2019s
purpose. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L6.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 6 - Inferential
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Inferential Reading level (Level
6 of 8) on the reading assessment. At this level, students can read on and
read back through longer texts (narrative, document, or expository) in order
to combine information from various parts of the texts so as to infer the
writer\u2019s purpose. Data reflects country performance in the stated year
according to SACMEQ, but may not be comparable across years or countries.
Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L6.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 6 - Inferential
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Inferential Reading level (Level
6 of 8) on the reading assessment. At this level, students can read on and
read back through longer texts (narrative, document, or expository) in order
to combine information from various parts of the texts so as to infer the
writer\u2019s purpose. Data reflects country performance in the stated year
according to SACMEQ, but may not be comparable across years or countries.
Consult the SACMEQ website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L7\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 7 - Analytical
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade students scoring at the Analytical Reading level (Level 7 of
8) on the reading assessment. At this level, students can locate information
in longer texts (narrative, document, or expository) by reading on and reading
backing order to combine information from various parts of the text so as
to infer the writer\u2019s personal beliefs (value systems, prejudices, and\\/or
biases). Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L7.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 7 - Analytical
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Analytical Reading level (Level
7 of 8) on the reading assessment. At this level, students can locate information
in longer texts (narrative, document, or expository) by reading on and reading
backing order to combine information from various parts of the text so as
to infer the writer\u2019s personal beliefs (value systems, prejudices, and\\/or
biases). Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L7.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 7 - Analytical
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Analytical Reading level (Level
7 of 8) on the reading assessment. At this level, students can locate information
in longer texts (narrative, document, or expository) by reading on and reading
backing order to combine information from various parts of the text so as
to infer the writer\u2019s personal beliefs (value systems, prejudices, and\\/or
biases). Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L8\",\"name\":\"SACMEQ:
6th grade students by reading proficiency level (%). Level 8 - Critical Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of 6th grade students scoring at
the Critical Reading level (Level 8 of 8) on the reading assessment. At this
level, students can locate information in longer texts (narrative, document,
and expository) by reading on and reading back in order to combine information
from various parts of the text so as to infer and evaluate what the writer
has assumed about the topic and the characteristics of the reader \u2013 such
as age, knowledge, and personal beliefs (values systems, prejudices, and\\/or
biases). Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L8.FE\",\"name\":\"SACMEQ:
Female 6th grade students by reading proficiency level (%). Level 8 - Critical
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade female students scoring at the Critical Reading level (Level
8 of 8) on the reading assessment. At this level, students can locate information
in longer texts (narrative, document, and expository) by reading on and reading
back in order to combine information from various parts of the text so as
to infer and evaluate what the writer has assumed about the topic and the
characteristics of the reader \u2013 such as age, knowledge, and personal
beliefs (values systems, prejudices, and\\/or biases). Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.L8.MA\",\"name\":\"SACMEQ:
Male 6th grade students by reading proficiency level (%). Level 8 - Critical
Reading\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of 6th grade male students scoring at the Critical Reading level (Level 8
of 8) on the reading assessment. At this level, students can locate information
in longer texts (narrative, document, and expository) by reading on and reading
back in order to combine information from various parts of the text so as
to infer and evaluate what the writer has assumed about the topic and the
characteristics of the reader \u2013 such as age, knowledge, and personal
beliefs (values systems, prejudices, and\\/or biases). Data reflects country
performance in the stated year according to SACMEQ, but may not be comparable
across years or countries. Consult the SACMEQ website for more detailed information:
http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern and Eastern
Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive,
www.sacmeq.org\",\"topics\":[]},{\"id\":\"LO.SACMEQ.REA.MA\",\"name\":\"SACMEQ:
Mean performance on the reading scale, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean performance on the reading scale, male
is the mean reading score for male 6th grade students. Mean scores are on
SACMEQ scales for reading, which have averages of 500 and standard deviations
of 100. Data reflects country performance in the stated year according to
SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ
website for more detailed information: http:\\/\\/www.sacmeq.org\\/\",\"sourceOrganization\":\"Southern
and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Data Archive, www.sacmeq.org\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4\",\"name\":\"TIMSS: Mean performance on the
mathematics scale for fourth grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for fourth grade students, total is the average scale score for 4th
graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.ADV\",\"name\":\"TIMSS: Fourth grade students
reaching the advanced international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the advanced
international benchmark of mathematics achievement (%) is the share of 4th
grade students scoring at least 625 on the mathematics assessment. Students
at this benchmark can apply their understanding and knowledge in a variety
of relatively complex situations and explain their reasoning. They can solve
a variety of multi-step word problems involving whole numbers including proportions.
Students at this level show an increasing understanding of fractions and decimals.
Students can apply geometric knowledge of a range of two- and three-dimensional
shapes in a variety of situations. They can draw a conclusion from data in
a table and justify their conclusion. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.ADV.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the advanced international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students reaching the advanced international benchmark of
mathematics achievement (%) is the share of female 4th grade students scoring
at least 625 on the mathematics assessment. Students at this benchmark can
apply their understanding and knowledge in a variety of relatively complex
situations and explain their reasoning. They can solve a variety of multi-step
word problems involving whole numbers including proportions. Students at this
level show an increasing understanding of fractions and decimals. Students
can apply geometric knowledge of a range of two- and three-dimensional shapes
in a variety of situations. They can draw a conclusion from data in a table
and justify their conclusion. Data reflects country performance in the stated
year according to TIMSS reports, but may not be comparable across years or
countries. Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.ADV.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the advanced international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the advanced international benchmark of mathematics
achievement (%) is the share of male 4th grade students scoring at least 625
on the mathematics assessment. Students at this benchmark can apply their
understanding and knowledge in a variety of relatively complex situations
and explain their reasoning. They can solve a variety of multi-step word problems
involving whole numbers including proportions. Students at this level show
an increasing understanding of fractions and decimals. Students can apply
geometric knowledge of a range of two- and three-dimensional shapes in a variety
of situations. They can draw a conclusion from data in a table and justify
their conclusion. Data reflects country performance in the stated year according
to TIMSS reports, but may not be comparable across years or countries. Consult
the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.BL\",\"name\":\"TIMSS:
Fourth grade students who did not reach the low international benchmark of
mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students who did not reach
the low international benchmark of mathematics achievement (%) is the share
of 4th grade students scoring below 400 on the mathematics assessment. This
indicator is calculated by subtracting the share of students reaching the
low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.BL.FE\",\"name\":\"TIMSS: Female 4th grade students
who did not reach the low international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students who did not reach the low international benchmark
of mathematics achievement (%) is the share of female 4th grade students scoring
below 400 on the mathematics assessment. This indicator is calculated by subtracting
the share of students reaching the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.BL.MA\",\"name\":\"TIMSS:
Male 4th grade students who did not reach the low international benchmark
of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 4th grade students who did not
reach the low international benchmark of mathematics achievement (%) is the
share of male 4th grade students scoring below 400 on the mathematics assessment.
This indicator is calculated by subtracting the share of students reaching
the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.FE\",\"name\":\"TIMSS:
Mean performance on the mathematics scale for fourth grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for fourth grade students, female is the average scale score for female
4th graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.HI\",\"name\":\"TIMSS: Fourth grade students
reaching the high international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the high
international benchmark of mathematics achievement (%) is the share of 4th
grade students scoring at least 550 on the mathematics assessment. Students
at this benchmark can apply their knowledge and understanding to solve problems.
Students can solve word problems involving operations with whole numbers.
They can use division in a variety of problem situations. They can use their
understanding of place value to solve problems. Students can extend patterns
to find a later specified term. Students demonstrate understanding of line
symmetry and geometric properties. Students can interpret and use data in
tables and graphs to solve problems. They can use information in pictographs
and tally charts to complete bar 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.HI.FE\",\"name\":\"TIMSS: Female 4th grade students
reaching the high international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 4th grade students reaching the
high international benchmark of mathematics achievement (%) is the share of
female 4th grade students scoring at least 550 on the mathematics assessment.
Students at this benchmark can apply their knowledge and understanding to
solve problems. Students can solve word problems involving operations with
whole numbers. They can use division in a variety of problem situations. They
can use their understanding of place value to solve problems. Students can
extend patterns to find a later specified term. Students demonstrate understanding
of line symmetry and geometric properties. Students can interpret and use
data in tables and graphs to solve problems. They can use information in pictographs
and tally charts to complete bar 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.HI.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the high international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the high international benchmark of mathematics
achievement (%) is the share of male 4th grade students scoring at least 550
on the mathematics assessment. Students at this benchmark can apply their
knowledge and understanding to solve problems. Students can solve word problems
involving operations with whole numbers. They can use division in a variety
of problem situations. They can use their understanding of place value to
solve problems. Students can extend patterns to find a later specified term.
Students demonstrate understanding of line symmetry and geometric properties.
Students can interpret and use data in tables and graphs to solve problems.
They can use information in pictographs and tally charts to complete bar 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.INT\",\"name\":\"TIMSS:
Fourth grade students reaching the intermediate international benchmark of
mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the intermediate
international benchmark of mathematics achievement (%) is the share of 4th
grade students scoring at least 475 on the mathematics assessment. Students
at this benchmark can apply basic mathematical knowledge in straightforward
situations. Students at this level demonstrate an understanding of whole numbers
and some understanding of fractions. Students can visualize three-dimensional
shapes from two-dimensional representations. They can interpret bar graphs,
pictographs, and tables to solve simple problems. Data reflects country performance
in the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.INT.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the intermediate international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students reaching the intermediate international benchmark
of mathematics achievement (%) is the share of female 4th grade students scoring
at least 475 on the mathematics assessment. Students at this benchmark can
apply basic mathematical knowledge in straightforward situations. Students
at this level demonstrate an understanding of whole numbers and some understanding
of fractions. Students can visualize three-dimensional shapes from two-dimensional
representations. They can interpret bar graphs, pictographs, and tables to
solve simple problems. Data reflects country performance in the stated year
according to TIMSS reports, but may not be comparable across years or countries.
Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.INT.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the intermediate international benchmark
of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 4th grade students reaching the
intermediate international benchmark of mathematics achievement (%) is the
share of male 4th grade students scoring at least 475 on the mathematics assessment.
Students at this benchmark can apply basic mathematical knowledge in straightforward
situations. Students at this level demonstrate an understanding of whole numbers
and some understanding of fractions. Students can visualize three-dimensional
shapes from two-dimensional representations. They can interpret bar graphs,
pictographs, and tables to solve simple problems. Data reflects country performance
in the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.LOW\",\"name\":\"TIMSS:
Fourth grade students reaching the low international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Fourth grade students reaching the low international benchmark of mathematics
achievement (%) is the share of 4th grade students scoring at least 400 on
the mathematics assessment. Students at this benchmark have some basic mathematical
knowledge. Students can add and subtract whole numbers. They have some recognition
of parallel and perpendicular lines, familiar geometric shapes, and coordinate
maps. They can read and complete simple bar graphs and tables. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.LOW.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the low international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students reaching the low international benchmark of mathematics
achievement (%) is the share of female 4th grade students scoring at least
400 on the mathematics assessment. Students at this benchmark have some basic
mathematical knowledge. Students can add and subtract whole numbers. They
have some recognition of parallel and perpendicular lines, familiar geometric
shapes, and coordinate maps. They can read and complete simple bar graphs
and tables. Data reflects country performance in the stated year according
to TIMSS reports, but may not be comparable across years or countries. Consult
the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.LOW.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the low international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the low international benchmark of mathematics
achievement (%) is the share of male 4th grade students scoring at least 400
on the mathematics assessment. Students at this benchmark have some basic
mathematical knowledge. Students can add and subtract whole numbers. They
have some recognition of parallel and perpendicular lines, familiar geometric
shapes, and coordinate maps. They can read and complete simple bar graphs
and tables. Data reflects country performance in the stated year according
to TIMSS reports, but may not be comparable across years or countries. Consult
the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.MA\",\"name\":\"TIMSS:
Mean performance on the mathematics scale for fourth grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for fourth grade students, male is the average scale score for male
4th graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT4.P05\",\"name\":\"TIMSS: Distribution of 4th
Grade Mathematics Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to TIMSS reports, but may not be comparable across years
or countries. Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P10\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P25\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P50\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P75\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P90\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT4.P95\",\"name\":\"TIMSS:
Distribution of 4th Grade Mathematics Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8\",\"name\":\"TIMSS:
Mean performance on the mathematics scale for eighth grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for eighth grade students, total is the average scale score for 8th
graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.ADV\",\"name\":\"TIMSS: Eighth grade students
reaching the advanced international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the advanced
international benchmark of mathematics achievement (%) is the share of 8th
grade students scoring at least 625 on the mathematics assessment. Students
at this benchmark can reason with information, draw conclusions, make generalizations,
and solve linear equations. Students can solve a variety of fraction, proportion,
and percent problems and justify their conclusions. Students can express generalizations
algebraically and model situations. They can solve a variety of problems involving
equations, formulas, and functions. Students can reason with geometric figures
to solve problems. Students can reason with data from several sources or unfamiliar
representations to solve multi-step problems. Data reflects country performance
in the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.ADV.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the advanced international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students reaching the advanced international benchmark of
mathematics achievement (%) is the share of female 8th grade students scoring
at least 625 on the mathematics assessment. Students at this benchmark can
reason with information, draw conclusions, make generalizations, and solve
linear equations. Students can solve a variety of fraction, proportion, and
percent problems and justify their conclusions. Students can express generalizations
algebraically and model situations. They can solve a variety of problems involving
equations, formulas, and functions. Students can reason with geometric figures
to solve problems. Students can reason with data from several sources or unfamiliar
representations to solve multi-step problems. Data reflects country performance
in the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.ADV.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the advanced international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the advanced international benchmark of mathematics
achievement (%) is the share of male 8th grade students scoring at least 625
on the mathematics assessment. Students at this benchmark can reason with
information, draw conclusions, make generalizations, and solve linear equations.
Students can solve a variety of fraction, proportion, and percent problems
and justify their conclusions. Students can express generalizations algebraically
and model situations. They can solve a variety of problems involving equations,
formulas, and functions. Students can reason with geometric figures to solve
problems. Students can reason with data from several sources or unfamiliar
representations to solve multi-step problems. Data reflects country performance
in the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.BL\",\"name\":\"TIMSS:
Eighth grade students who did not reach the low international benchmark of
mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students who did not reach
the low international benchmark of mathematics achievement (%) is the share
of 8th grade students scoring below 400 on the mathematics assessment. This
indicator is calculated by subtracting the share of students reaching the
low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.BL.FE\",\"name\":\"TIMSS: Female 8th grade students
who did not reach the low international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students who did not reach the low international benchmark
of mathematics achievement (%) is the share of female 8th grade students scoring
below 400 on the mathematics assessment. This indicator is calculated by subtracting
the share of students reaching the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.BL.MA\",\"name\":\"TIMSS:
Male 8th grade students who did not reach the low international benchmark
of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 8th grade students who did not
reach the low international benchmark of mathematics achievement (%) is the
share of male 8th grade students scoring below 400 on the mathematics assessment.
This indicator is calculated by subtracting the share of students reaching
the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.FE\",\"name\":\"TIMSS:
Mean performance on the mathematics scale for eighth grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for eighth grade students, female is the average scale score for female
8th graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.HI\",\"name\":\"TIMSS: Eighth grade students
reaching the high international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the high
international benchmark of mathematics achievement (%) is the share of 8th
grade students scoring at least 550 on the mathematics assessment. Students
at this benchmark can apply their understanding and knowledge in a variety
of relatively complex situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.HI.FE\",\"name\":\"TIMSS: Female 8th grade students
reaching the high international benchmark of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.HI.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the high international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the high international benchmark of mathematics
achievement (%) is the share of male 8th grade students scoring at least 550
on the mathematics assessment. Students at this benchmark can apply their
understanding and knowledge in a variety of relatively complex situations.
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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.INT\",\"name\":\"TIMSS:
Eighth grade students reaching the intermediate international benchmark of
mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the intermediate
international benchmark of mathematics achievement (%) is the share of 8th
grade students scoring at least 475 on the mathematics assessment. Students
at this benchmark can apply basic mathematical knowledge in a variety of situations.
Students can solve problems involving decimals, fractions, proportions, and
percentages. They understand simple algebraic relationships. Students can
relate a two-dimensional drawing to a three-dimensional object. They can read,
interpret, and construct graphs and tables. They recognize basic notions of
likelihood. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.INT.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the intermediate international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students reaching the intermediate international benchmark
of mathematics achievement (%) is the share of female 8th grade students scoring
at least 475 on the mathematics assessment. Students at this benchmark can
apply basic mathematical knowledge in a variety of situations. Students can
solve problems involving decimals, fractions, proportions, and percentages.
They understand simple algebraic relationships. Students can relate a two-dimensional
drawing to a three-dimensional object. They can read, interpret, and construct
graphs and tables. They recognize basic notions of likelihood. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.INT.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the intermediate international benchmark
of mathematics achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 8th grade students reaching the
intermediate international benchmark of mathematics achievement (%) is the
share of male 8th grade students scoring at least 475 on the mathematics assessment.
Students at this benchmark can apply basic mathematical knowledge in a variety
of situations. Students can solve problems involving decimals, fractions,
proportions, and percentages. They understand simple algebraic relationships.
Students can relate a two-dimensional drawing to a three-dimensional object.
They can read, interpret, and construct graphs and tables. They recognize
basic notions of likelihood. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.LOW\",\"name\":\"TIMSS:
Eighth grade students reaching the low international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Eighth grade students reaching the low international benchmark of mathematics
achievement (%) is the share of 8th grade students scoring at least 400 on
the mathematics assessment. Students at this benchmark have some knowledge
of whole numbers and decimals, operations, and basic graphs. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.LOW.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the low international benchmark of mathematics achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students reaching the low international benchmark of mathematics
achievement (%) is the share of female 8th grade students scoring at least
400 on the mathematics assessment. Students at this benchmark have some knowledge
of whole numbers and decimals, operations, and basic graphs. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.LOW.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the low international benchmark of mathematics
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the low international benchmark of mathematics
achievement (%) is the share of male 8th grade students scoring at least 400
on the mathematics assessment. Students at this benchmark have some knowledge
of whole numbers and decimals, operations, and basic graphs. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.MA\",\"name\":\"TIMSS:
Mean performance on the mathematics scale for eighth grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the mathematics
scale for eighth grade students, male is the average scale score for male
8th graders on the mathematics assessment. The scale centerpoint is 500. Data
reflects country performance in the stated year according to TIMSS reports,
but may not be comparable across years or countries. Consult the TIMSS website
for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.MAT8.P05\",\"name\":\"TIMSS: Distribution of 8th
Grade Mathematics Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to TIMSS reports, but may not be comparable across years
or countries. Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P10\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P25\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P50\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P75\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P90\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.MAT8.P95\",\"name\":\"TIMSS:
Distribution of 8th Grade Mathematics Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4\",\"name\":\"TIMSS:
Mean performance on the science scale for fourth grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for fourth grade students, total is the average scale score for 4th graders
on the science assessment. The scale centerpoint is 500. Data reflects country
performance in the stated year according to TIMSS reports, but may not be
comparable across years or countries. Consult the TIMSS website for more detailed
information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.ADV\",\"name\":\"TIMSS: Fourth grade students
reaching the advanced international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the advanced
international benchmark of science achievement (%) is the share of 4th grade
students scoring at least 625 on the science assessment. Students reaching
this benchmark can apply knowledge and understanding of scientific processes
and relationships and show some knowledge of the process of scientific inquiry.
Students communicate their understanding of characteristics and life processes
of organisms, reproduction and development, ecosystems and organisms' interactions
with the environment, and factors relating to human health. They demonstrate
understanding of properties of light and relationships among physical properties
of materials, apply and communicate their understanding of electricity and
energy in practical contexts, and demonstrate an understanding of magnetic
and gravitational forces and motion. Students communicate their understanding
of the solar system and of Earth\u2019s structure, physical characteristics,
resources, processes, cycles, and history. They have a beginning ability to
interpret results in the context of a simple experiment, reason and draw conclusions
from descriptions and diagrams, and evaluate and support an argument. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.ADV.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the advanced international benchmark of science achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students reaching the advanced international benchmark of
science achievement (%) is the share of female 4th grade students scoring
at least 625 on the science assessment. Students reaching this benchmark can
apply knowledge and understanding of scientific processes and relationships
and show some knowledge of the process of scientific inquiry. Students communicate
their understanding of characteristics and life processes of organisms, reproduction
and development, ecosystems and organisms' interactions with the environment,
and factors relating to human health. They demonstrate understanding of properties
of light and relationships among physical properties of materials, apply and
communicate their understanding of electricity and energy in practical contexts,
and demonstrate an understanding of magnetic and gravitational forces and
motion. Students communicate their understanding of the solar system and of
Earth\u2019s structure, physical characteristics, resources, processes, cycles,
and history. They have a beginning ability to interpret results in the context
of a simple experiment, reason and draw conclusions from descriptions and
diagrams, and evaluate and support an argument. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.ADV.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the advanced international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the advanced international benchmark of science
achievement (%) is the share of male 4th grade students scoring at least 625
on the science assessment. Students reaching this benchmark can apply knowledge
and understanding of scientific processes and relationships and show some
knowledge of the process of scientific inquiry. Students communicate their
understanding of characteristics and life processes of organisms, reproduction
and development, ecosystems and organisms' interactions with the environment,
and factors relating to human health. They demonstrate understanding of properties
of light and relationships among physical properties of materials, apply and
communicate their understanding of electricity and energy in practical contexts,
and demonstrate an understanding of magnetic and gravitational forces and
motion. Students communicate their understanding of the solar system and of
Earth\u2019s structure, physical characteristics, resources, processes, cycles,
and history. They have a beginning ability to interpret results in the context
of a simple experiment, reason and draw conclusions from descriptions and
diagrams, and evaluate and support an argument. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.BL\",\"name\":\"TIMSS:
Fourth grade students who did not reach the low international benchmark of
science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students who did not reach
the low international benchmark of science achievement (%) is the share of
4th grade students scoring below 400 on the science assessment. This indicator
is calculated by subtracting the share of students reaching the low international
benchmark from 100. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.BL.FE\",\"name\":\"TIMSS: Female 4th grade students
who did not reach the low international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 4th grade students who did not
reach the low international benchmark of science achievement (%) is the share
of female 4th grade students scoring below 400 on the science assessment.
This indicator is calculated by subtracting the share of students reaching
the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.BL.MA\",\"name\":\"TIMSS:
Male 4th grade students who did not reach the low international benchmark
of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 4th grade students who did not
reach the low international benchmark of science achievement (%) is the share
of male 4th grade students scoring below 400 on the science assessment. This
indicator is calculated by subtracting the share of students reaching the
low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.FE\",\"name\":\"TIMSS:
Mean performance on the science scale for fourth grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for fourth grade students, female is the average scale score for female 4th
graders on the science assessment. The scale centerpoint is 500. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.HI\",\"name\":\"TIMSS: Fourth grade students
reaching the high international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the high
international benchmark of science achievement (%) is the share of 4th grade
students scoring at least 550 on the science assessment. Students reaching
this benchmark can apply their knowledge and understanding of the sciences
to explain phenomena in everyday and abstract contexts. Students demonstrate
some understanding of plant and animal structure, life processes, life cycles,
and reproduction. They also demonstrate some understanding of ecosystems and
organisms' interactions with their environment, including understanding of
human responses to outside conditions and activities. Students demonstrate
understanding of some properties of matter, electricity and energy, and magnetic
and gravitational forces and motion. They show some knowledge of the solar
system, and of Earth\u2019s physical characteristics, processes, and resources.
Students demonstrate elementary knowledge and skills related to scientific
inquiry. They compare, contrast, and make simple inferences, and provide brief
descriptive responses combining knowledge of science concepts with information
from both everyday and abstract contexts. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.HI.FE\",\"name\":\"TIMSS: Female 4th grade students
reaching the high international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 4th grade students reaching the
high international benchmark of science achievement (%) is the share of female
4th grade students scoring at least 550 on the science assessment. Students
reaching this benchmark can apply their knowledge and understanding of the
sciences to explain phenomena in everyday and abstract contexts. Students
demonstrate some understanding of plant and animal structure, life processes,
life cycles, and reproduction. They also demonstrate some understanding of
ecosystems and organisms' interactions with their environment, including understanding
of human responses to outside conditions and activities. Students demonstrate
understanding of some properties of matter, electricity and energy, and magnetic
and gravitational forces and motion. They show some knowledge of the solar
system, and of Earth\u2019s physical characteristics, processes, and resources.
Students demonstrate elementary knowledge and skills related to scientific
inquiry. They compare, contrast, and make simple inferences, and provide brief
descriptive responses combining knowledge of science concepts with information
from both everyday and abstract contexts. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.HI.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the high international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the high international benchmark of science
achievement (%) is the share of male 4th grade students scoring at least 550
on the science assessment. Students reaching this benchmark can apply their
knowledge and understanding of the sciences to explain phenomena in everyday
and abstract contexts. Students demonstrate some understanding of plant and
animal structure, life processes, life cycles, and reproduction. They also
demonstrate some understanding of ecosystems and organisms' interactions with
their environment, including understanding of human responses to outside conditions
and activities. Students demonstrate understanding of some properties of matter,
electricity and energy, and magnetic and gravitational forces and motion.
They show some knowledge of the solar system, and of Earth\u2019s physical
characteristics, processes, and resources. Students demonstrate elementary
knowledge and skills related to scientific inquiry. They compare, contrast,
and make simple inferences, and provide brief descriptive responses combining
knowledge of science concepts with information from both everyday and abstract
contexts. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.INT\",\"name\":\"TIMSS:
Fourth grade students reaching the intermediate international benchmark of
science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Fourth grade students reaching the intermediate
international benchmark of science achievement (%) is the share of 4th grade
students scoring at least 475 on the science assessment. Students reaching
this benchmark have basic knowledge and understanding of practical situations
in the sciences. Students recognize some basic information related to characteristics
of living things, their reproduction and life cycles, and their interactions
with the environment, and show some understanding of human biology and health.
They also show some knowledge of properties of matter and light, electricity
and energy, and forces and motion. Students know some basic facts about the
solar system and show an initial understanding of Earth\u2019s physical characteristics
and resources. They demonstrate ability to interpret information in pictorial
diagrams and apply factual knowledge to practical situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.INT.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the intermediate international benchmark of science achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 4th grade students reaching the intermediate international benchmark
of science achievement (%) is the share of female 4th grade students scoring
at least 475 on the science assessment. Students reaching this benchmark have
basic knowledge and understanding of practical situations in the sciences.
Students recognize some basic information related to characteristics of living
things, their reproduction and life cycles, and their interactions with the
environment, and show some understanding of human biology and health. They
also show some knowledge of properties of matter and light, electricity and
energy, and forces and motion. Students know some basic facts about the solar
system and show an initial understanding of Earth\u2019s physical characteristics
and resources. They demonstrate ability to interpret information in pictorial
diagrams and apply factual knowledge to practical situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.INT.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the intermediate international benchmark
of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 4th grade students reaching the
intermediate international benchmark of science achievement (%) is the share
of male 4th grade students scoring at least 475 on the science assessment.
Students reaching this benchmark have basic knowledge and understanding of
practical situations in the sciences. Students recognize some basic information
related to characteristics of living things, their reproduction and life cycles,
and their interactions with the environment, and show some understanding of
human biology and health. They also show some knowledge of properties of matter
and light, electricity and energy, and forces and motion. Students know some
basic facts about the solar system and show an initial understanding of Earth\u2019s
physical characteristics and resources. They demonstrate ability to interpret
information in pictorial diagrams and apply factual knowledge to practical
situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.LOW\",\"name\":\"TIMSS:
Fourth grade students reaching the low international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Fourth grade students reaching the low international benchmark of science
achievement (%) is the share of 4th grade students scoring at least 400 on
the science assessment. Students reaching this benchmark show some elementary
knowledge of life, physical, and earth sciences. Students demonstrate knowledge
of some simple facts related to human health, ecosystems, and the behavioral
and physical characteristics of animals. They also demonstrate some basic
knowledge of energy and the physical properties of matter. Students interpret
simple diagrams, complete simple tables, and provide short written responses
to questions requiring factual information. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.LOW.FE\",\"name\":\"TIMSS: Female 4th grade
students reaching the low international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 4th grade students reaching the
low international benchmark of science achievement (%) is the share of female
4th grade students scoring at least 400 on the science assessment. Students
reaching this benchmark show some elementary knowledge of life, physical,
and earth sciences. Students demonstrate knowledge of some simple facts related
to human health, ecosystems, and the behavioral and physical characteristics
of animals. They also demonstrate some basic knowledge of energy and the physical
properties of matter. Students interpret simple diagrams, complete simple
tables, and provide short written responses to questions requiring factual
information. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.LOW.MA\",\"name\":\"TIMSS:
Male 4th grade students reaching the low international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 4th grade students reaching the low international benchmark of science
achievement (%) is the share of male 4th grade students scoring at least 400
on the science assessment. Students reaching this benchmark show some elementary
knowledge of life, physical, and earth sciences. Students demonstrate knowledge
of some simple facts related to human health, ecosystems, and the behavioral
and physical characteristics of animals. They also demonstrate some basic
knowledge of energy and the physical properties of matter. Students interpret
simple diagrams, complete simple tables, and provide short written responses
to questions requiring factual information. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.MA\",\"name\":\"TIMSS:
Mean performance on the science scale for fourth grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for fourth grade students, male is the average scale score for male 4th graders
on the science assessment. The scale centerpoint is 500. Data reflects country
performance in the stated year according to TIMSS reports, but may not be
comparable across years or countries. Consult the TIMSS website for more detailed
information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI4.P05\",\"name\":\"TIMSS: Distribution of 4th
Grade Science Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to TIMSS reports, but may not be comparable across years
or countries. Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P10\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P25\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P50\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P75\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P90\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI4.P95\",\"name\":\"TIMSS:
Distribution of 4th Grade Science Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8\",\"name\":\"TIMSS:
Mean performance on the science scale for eighth grade students, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for eighth grade students, total is the average scale score for 8th graders
on the science assessment. The scale centerpoint is 500. Data reflects country
performance in the stated year according to TIMSS reports, but may not be
comparable across years or countries. Consult the TIMSS website for more detailed
information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.ADV\",\"name\":\"TIMSS: Eighth grade students
reaching the advanced international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the advanced
international benchmark of science achievement (%) is the share of 8th grade
students scoring at least 625 on the science assessment. Students at this
benchmark can communicate an understanding of complex and abstract concepts
in biology, chemistry, physics, and earth science. Students demonstrate some
conceptual knowledge about cells and the characteristics, classification,
and life processes of organisms. They communicate an understanding of the
complexity of ecosystems and adaptations of organisms, and apply an understanding
of life cycles and heredity. Students also communicate an understanding of
the structure of matter and physical and chemical properties and changes and
apply knowledge of forces, pressure, motion, sound, and light. They reason
about electrical circuits and properties of magnets. Students apply knowledge
and communicate understanding of the solar system and Earth\u2019s processes,
structures, and physical features. They understand basic features of scientific
investigation. They also combine information from several sources to solve
problems and draw conclusions, and they provide written explanations to communicate
scientific knowledge. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.ADV.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the advanced international benchmark of science achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students reaching the advanced international benchmark of
science achievement (%) is the share of female 8th grade students scoring
at least 625 on the science assessment. Students at this benchmark can communicate
an understanding of complex and abstract concepts in biology, chemistry, physics,
and earth science. Students demonstrate some conceptual knowledge about cells
and the characteristics, classification, and life processes of organisms.
They communicate an understanding of the complexity of ecosystems and adaptations
of organisms, and apply an understanding of life cycles and heredity. Students
also communicate an understanding of the structure of matter and physical
and chemical properties and changes and apply knowledge of forces, pressure,
motion, sound, and light. They reason about electrical circuits and properties
of magnets. Students apply knowledge and communicate understanding of the
solar system and Earth\u2019s processes, structures, and physical features.
They understand basic features of scientific investigation. They also combine
information from several sources to solve problems and draw conclusions, and
they provide written explanations to communicate scientific knowledge. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.ADV.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the advanced international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the advanced international benchmark of science
achievement (%) is the share of male 8th grade students scoring at least 625
on the science assessment. Students at this benchmark can communicate an understanding
of complex and abstract concepts in biology, chemistry, physics, and earth
science. Students demonstrate some conceptual knowledge about cells and the
characteristics, classification, and life processes of organisms. They communicate
an understanding of the complexity of ecosystems and adaptations of organisms,
and apply an understanding of life cycles and heredity. Students also communicate
an understanding of the structure of matter and physical and chemical properties
and changes and apply knowledge of forces, pressure, motion, sound, and light.
They reason about electrical circuits and properties of magnets. Students
apply knowledge and communicate understanding of the solar system and Earth\u2019s
processes, structures, and physical features. They understand basic features
of scientific investigation. They also combine information from several sources
to solve problems and draw conclusions, and they provide written explanations
to communicate scientific knowledge. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.BL\",\"name\":\"TIMSS:
Eighth grade students who did not reach the low international benchmark of
science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students who did not reach
the low international benchmark of science achievement (%) is the share of
8th grade students scoring below 400 on the science assessment. This indicator
is calculated by subtracting the share of students reaching the low international
benchmark from 100. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.BL.FE\",\"name\":\"TIMSS: Female 8th grade students
who did not reach the low international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 8th grade students who did not
reach the low international benchmark of science achievement (%) is the share
of female 8th grade students scoring below 400 on the science assessment.
This indicator is calculated by subtracting the share of students reaching
the low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.BL.MA\",\"name\":\"TIMSS:
Male 8th grade students who did not reach the low international benchmark
of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 8th grade students who did not
reach the low international benchmark of science achievement (%) is the share
of male 8th grade students scoring below 400 on the science assessment. This
indicator is calculated by subtracting the share of students reaching the
low international benchmark from 100. 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\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.FE\",\"name\":\"TIMSS:
Mean performance on the science scale for eighth grade students, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for eighth grade students, female is the average scale score for female 8th
graders on the science assessment. The scale centerpoint is 500. Data reflects
country performance in the stated year according to TIMSS reports, but may
not be comparable across years or countries. Consult the TIMSS website for
more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.HI\",\"name\":\"TIMSS: Eighth grade students
reaching the high international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the high
international benchmark of science achievement (%) is the share of 8th grade
students scoring at least 550 on the science assessment. Students at this
benchmark can demonstrate understanding of concepts related to science cycles,
systems, and principles. They demonstrate understanding of aspects of human
biology, and of the characteristics, classification, and life processes of
organisms. Students communicate understanding of processes and relationships
in ecosystems. They show an understanding of the classification and compositions
of matter and chemical and physical properties and changes. They apply knowledge
to situations related to light and sound and demonstrate basic knowledge of
heat and temperature, forces and motion, and electrical circuits and magnets.
Students demonstrate an understanding of the solar system and of Earth\u2019s
processes, physical features, and resources. They demonstrate some scientific
inquiry skills. They also combine and interpret information from various types
of diagrams, contour maps, graphs, and tables; select relevant information,
analyze, and draw conclusions; and provide short explanations conveying scientific
knowledge. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.HI.FE\",\"name\":\"TIMSS: Female 8th grade students
reaching the high international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 8th grade students reaching the
high international benchmark of science achievement (%) is the share of female
8th grade students scoring at least 550 on the science assessment. Students
at this benchmark can demonstrate understanding of concepts related to science
cycles, systems, and principles. They demonstrate understanding of aspects
of human biology, and of the characteristics, classification, and life processes
of organisms. Students communicate understanding of processes and relationships
in ecosystems. They show an understanding of the classification and compositions
of matter and chemical and physical properties and changes. They apply knowledge
to situations related to light and sound and demonstrate basic knowledge of
heat and temperature, forces and motion, and electrical circuits and magnets.
Students demonstrate an understanding of the solar system and of Earth\u2019s
processes, physical features, and resources. They demonstrate some scientific
inquiry skills. They also combine and interpret information from various types
of diagrams, contour maps, graphs, and tables; select relevant information,
analyze, and draw conclusions; and provide short explanations conveying scientific
knowledge. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.HI.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the high international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the high international benchmark of science
achievement (%) is the share of male 8th grade students scoring at least 550
on the science assessment. Students at this benchmark can demonstrate understanding
of concepts related to science cycles, systems, and principles. They demonstrate
understanding of aspects of human biology, and of the characteristics, classification,
and life processes of organisms. Students communicate understanding of processes
and relationships in ecosystems. They show an understanding of the classification
and compositions of matter and chemical and physical properties and changes.
They apply knowledge to situations related to light and sound and demonstrate
basic knowledge of heat and temperature, forces and motion, and electrical
circuits and magnets. Students demonstrate an understanding of the solar system
and of Earth\u2019s processes, physical features, and resources. They demonstrate
some scientific inquiry skills. They also combine and interpret information
from various types of diagrams, contour maps, graphs, and tables; select relevant
information, analyze, and draw conclusions; and provide short explanations
conveying scientific knowledge. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.INT\",\"name\":\"TIMSS:
Eighth grade students reaching the intermediate international benchmark of
science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Eighth grade students reaching the intermediate
international benchmark of science achievement (%) is the share of 8th grade
students scoring at least 475 on the science assessment. Students at this
benchmark can recognize and apply their understanding of basic scientific
knowledge in various contexts. Students apply knowledge and communicate an
understanding of human health, life cycles, adaptation, and heredity, and
analyze information about ecosystems. They have some knowledge of chemistry
in everyday life and elementary knowledge of properties of solutions and the
concept of concentration. They are acquainted with some aspects of force,
motion, and energy. They demonstrate an understanding of Earth\u2019s processes
and physical features, including the water cycle and atmosphere. Students
interpret information from tables, graphs, and pictorial diagrams and draw
conclusions. They apply knowledge to practical situations and communicate
their understanding through brief descriptive responses. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.INT.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the intermediate international benchmark of science achievement
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Female 8th grade students reaching the intermediate international benchmark
of science achievement (%) is the share of female 8th grade students scoring
at least 475 on the science assessment. Students at this benchmark can recognize
and apply their understanding of basic scientific knowledge in various contexts.
Students apply knowledge and communicate an understanding of human health,
life cycles, adaptation, and heredity, and analyze information about ecosystems.
They have some knowledge of chemistry in everyday life and elementary knowledge
of properties of solutions and the concept of concentration. They are acquainted
with some aspects of force, motion, and energy. They demonstrate an understanding
of Earth\u2019s processes and physical features, including the water cycle
and atmosphere. Students interpret information from tables, graphs, and pictorial
diagrams and draw conclusions. They apply knowledge to practical situations
and communicate their understanding through brief descriptive responses. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.INT.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the intermediate international benchmark
of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Male 8th grade students reaching the
intermediate international benchmark of science achievement (%) is the share
of male 8th grade students scoring at least 475 on the science assessment.
Students at this benchmark can recognize and apply their understanding of
basic scientific knowledge in various contexts. Students apply knowledge and
communicate an understanding of human health, life cycles, adaptation, and
heredity, and analyze information about ecosystems. They have some knowledge
of chemistry in everyday life and elementary knowledge of properties of solutions
and the concept of concentration. They are acquainted with some aspects of
force, motion, and energy. They demonstrate an understanding of Earth\u2019s
processes and physical features, including the water cycle and atmosphere.
Students interpret information from tables, graphs, and pictorial diagrams
and draw conclusions. They apply knowledge to practical situations and communicate
their understanding through brief descriptive responses. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.LOW\",\"name\":\"TIMSS:
Eighth grade students reaching the low international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Eighth grade students reaching the low international benchmark of science
achievement (%) is the share of 8th grade students scoring at least 400 on
the science assessment. Students at this benchmark can recognize some basic
facts from the life and physical sciences. They have some knowledge of biology,
and demonstrate some familiarity with physical phenomena. Students interpret
simple pictorial diagrams, complete simple tables, and apply basic knowledge
to practical situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.LOW.FE\",\"name\":\"TIMSS: Female 8th grade
students reaching the low international benchmark of science achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Female 8th grade students reaching the
low international benchmark of science achievement (%) is the share of female
8th grade students scoring at least 400 on the science assessment. Students
at this benchmark can recognize some basic facts from the life and physical
sciences. They have some knowledge of biology, and demonstrate some familiarity
with physical phenomena. Students interpret simple pictorial diagrams, complete
simple tables, and apply basic knowledge to practical situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.LOW.MA\",\"name\":\"TIMSS:
Male 8th grade students reaching the low international benchmark of science
achievement (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"TIMSS:
Male 8th grade students reaching the low international benchmark of science
achievement (%) is the share of male 8th grade students scoring at least 400
on the science assessment. Students at this benchmark can recognize some basic
facts from the life and physical sciences. They have some knowledge of biology,
and demonstrate some familiarity with physical phenomena. Students interpret
simple pictorial diagrams, complete simple tables, and apply basic knowledge
to practical situations. 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\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.MA\",\"name\":\"TIMSS:
Mean performance on the science scale for eighth grade students, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"TIMSS: Mean performance on the science scale
for eighth grade students, male is the average scale score for male 8th graders
on the science assessment. The scale centerpoint is 500. Data reflects country
performance in the stated year according to TIMSS reports, but may not be
comparable across years or countries. Consult the TIMSS website for more detailed
information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"LO.TIMSS.SCI8.P05\",\"name\":\"TIMSS: Distribution of 8th
Grade Science Scores: 5th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 5th percentile score is the score below
which 5 percent of students scored. Data reflects country performance in the
stated year according to TIMSS reports, but may not be comparable across years
or countries. Consult the TIMSS website for more detailed information: http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International
Association for the Evaluation of Educational Achievement (IEA)'s Trends in
International Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P10\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 10th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 10th percentile score is the score below
which 10 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P25\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 25th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 25th percentile score is the score below
which 25 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P50\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 50th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 50th percentile score is the score below
which 50 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P75\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 75th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 75th percentile score is the score below
which 75 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P90\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 90th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 90th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LO.TIMSS.SCI8.P95\",\"name\":\"TIMSS:
Distribution of 8th Grade Science Scores: 95th Percentile Score\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The 95th percentile score is the score below
which 90 percent of students scored. Data reflects country performance in
the stated year according to TIMSS reports, but may not be comparable across
years or countries. Consult the TIMSS website for more detailed information:
http:\\/\\/timss.bc.edu\\/\",\"sourceOrganization\":\"International Association
for the Evaluation of Educational Achievement (IEA)'s Trends in International
Mathematics and Science Study\",\"topics\":[]},{\"id\":\"LOGS_CMR\",\"name\":\"Logs,
Cameroon, $\\/cum, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Logs (West Africa),
sapele, high quality (loyal and marchand), 80 centimeter or more, f.o.b. Douala,
Cameroon beginning January 1996; previously of unspecified dimension\",\"sourceOrganization\":\"International
Tropical Timber Organization; Marches Tropicaux et Mediterraneens; World Bank.\",\"topics\":[]},{\"id\":\"LOGS_MYS\",\"name\":\"Logs,
Malaysia, $\\/cum, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Logs (Malaysia), meranti,
Sarawak, sale price charged by importers, Tokyo beginning February 1993; previously
average of Sabah and Sarawak weighted by Japanese import volumes\",\"sourceOrganization\":\"International
Tropical Timber Organization; Mokuzai Shikyo Geppo; World Bank.\",\"topics\":[]},{\"id\":\"LP.EXP.DURS.MD\",\"name\":\"Lead
time to export, median case (days)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Lead time to export is the median
time (the value for 50 percent of shipments) from shipment point to port of
loading. Data are from the Logistics Performance Index survey. Respondents
provided separate values for the best case (10 percent of shipments) and the
median case (50 percent of shipments). The data are exponentiated averages
of the logarithm of single value responses and of midpoint values of range
responses for the median case.\",\"sourceOrganization\":\"World Bank and Turku
School of Economics, Logistic Performance Index Surveys. Data are available
online at : http:\\/\\/www.worldbank.org\\/lpi. Summary results are published
in Arvis and others' Connecting to Compete: Trade Logistics in the Global
Economy, The Logistics Performance Index and Its Indicators report.\",\"topics\":[{\"id\":\"21\",\"value\":\"Trade\"},{\"id\":\"12\",\"value\":\"Private
Sector\"}]},{\"id\":\"LP.IMP.DURS.MD\",\"name\":\"Lead time to import, median
case (days)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Lead
time to import is the median time (the value for 50 percent of shipments)
from port of discharge to arrival at the consignee. Data are from the Logistics
Performance Index survey. Respondents provided separate values for the best
case (10 percent of shipments) and the median case (50 percent of shipments).
The data are exponentiated averages of the logarithm of single value responses
and of midpoint values of range responses for the median case.\",\"sourceOrganization\":\"World
Bank and Turku School of Economics, Logistic Performance Index Surveys. Data
are available online at : http:\\/\\/www.worldbank.org\\/lpi. Summary results
are published in Arvis and others' Connecting to Compete: Trade Logistics
in the Global Economy, The Logistics Performance Index and Its Indicators
report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.CUST.XQ\",\"name\":\"Logistics
performance index: Efficiency of customs clearance process (1=low to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Data are from 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. 2009 round of surveys covered more than 5,000 country
assessments by nearly 1,000 international freight forwarders. Respondents
evaluate eight markets on six core dimensions on a scale from 1 (worst) to
5 (best). The markets are chosen based on the most important export and import
markets of the respondent's country, random selection, and, for landlocked
countries, neighboring countries that connect them with international markets.
Details of the survey methodology are in Arvis and others' Connecting to Compete
2010: Trade Logistics in the Global Economy (2010). Respondents evaluated
efficiency of customs clearance processes (i.e. speed, simplicity and predictability
of formalities), on a rating ranging from 1 (very low) to 5 (very high). Scores
are averaged across all respondents.\",\"sourceOrganization\":\"World Bank
and Turku School of Economics, Logistic Performance Index Surveys. Data are
available online at : http:\\/\\/www.worldbank.org\\/lpi. Summary results
are published in Arvis and others' Connecting to Compete: Trade Logistics
in the Global Economy, The Logistics Performance Index and Its Indicators
report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.INFR.XQ\",\"name\":\"Logistics
performance index: Quality of trade and transport-related infrastructure (1=low
to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Data
are from 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. 2009 round of surveys
covered more than 5,000 country assessments by nearly 1,000 international
freight forwarders. Respondents evaluate eight markets on six core dimensions
on a scale from 1 (worst) to 5 (best). The markets are chosen based on the
most important export and import markets of the respondent's country, random
selection, and, for landlocked countries, neighboring countries that connect
them with international markets. Details of the survey methodology are in
Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global
Economy (2010). Respondents evaluated the quality of trade and transport related
infrastructure (e.g. ports, railroads, roads, information technology), on
a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across
all respondents.\",\"sourceOrganization\":\"World Bank and Turku School of
Economics, Logistic Performance Index Surveys. Data are available online at
: http:\\/\\/www.worldbank.org\\/lpi. Summary results are published in Arvis
and others' Connecting to Compete: Trade Logistics in the Global Economy,
The Logistics Performance Index and Its Indicators report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.ITRN.XQ\",\"name\":\"Logistics
performance index: Ease of arranging competitively priced shipments (1=low
to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Data
are from 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. 2009 round of surveys
covered more than 5,000 country assessments by nearly 1,000 international
freight forwarders. Respondents evaluate eight markets on six core dimensions
on a scale from 1 (worst) to 5 (best). The markets are chosen based on the
most important export and import markets of the respondent's country, random
selection, and, for landlocked countries, neighboring countries that connect
them with international markets. Details of the survey methodology are in
Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global
Economy (2010). Respondents assessed the ease of arranging competitively priced
shipments to markets, on a rating ranging from 1 (very difficult) to 5 (very
easy). Scores are averaged across all respondents.\",\"sourceOrganization\":\"World
Bank and Turku School of Economics, Logistic Performance Index Surveys. Data
are available online at : http:\\/\\/www.worldbank.org\\/lpi. Summary results
are published in Arvis and others' Connecting to Compete: Trade Logistics
in the Global Economy, The Logistics Performance Index and Its Indicators
report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.LOGS.XQ\",\"name\":\"Logistics
performance index: Competence and quality of logistics services (1=low to
5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Data
are from 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. 2009 round of surveys
covered more than 5,000 country assessments by nearly 1,000 international
freight forwarders. Respondents evaluate eight markets on six core dimensions
on a scale from 1 (worst) to 5 (best). The markets are chosen based on the
most important export and import markets of the respondent's country, random
selection, and, for landlocked countries, neighboring countries that connect
them with international markets. Details of the survey methodology are in
Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global
Economy (2010). Respondents evaluated the overall level of competence and
quality of logistics services (e.g. transport operators, customs brokers),
on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged
across all respondents.\",\"sourceOrganization\":\"World Bank and Turku School
of Economics, Logistic Performance Index Surveys. Data are available online
at : http:\\/\\/www.worldbank.org\\/lpi. Summary results are published in
Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy,
The Logistics Performance Index and Its Indicators report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.OVRL.XQ\",\"name\":\"Logistics
performance index: Overall (1=low to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Logistics Performance Index overall
score reflects perceptions of a country's logistics based on efficiency of
customs clearance process, quality of trade- and transport-related infrastructure,
ease of arranging competitively priced shipments, quality of logistics services,
ability to track and trace consignments, and frequency with which shipments
reach the consignee within the scheduled time. The index ranges from 1 to
5, with a higher score representing better performance. Data are from 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. 2009 round of surveys covered more than
5,000 country assessments by nearly 1,000 international freight forwarders.
Respondents evaluate eight markets on six core dimensions on a scale from
1 (worst) to 5 (best). The markets are chosen based on the most important
export and import markets of the respondent's country, random selection, and,
for landlocked countries, neighboring countries that connect them with international
markets. Scores for the six areas are averaged across all respondents and
aggregated to a single score using principal components analysis. Details
of the survey methodology and index construction methodology are in Arvis
and others' Connecting to Compete 2010: Trade Logistics in the Global Economy
(2010).\",\"sourceOrganization\":\"World Bank and Turku School of Economics,
Logistic Performance Index Surveys. Data are available online at : http:\\/\\/www.worldbank.org\\/lpi.
Summary results are published in Arvis and others' Connecting to Compete:
Trade Logistics in the Global Economy, The Logistics Performance Index and
Its Indicators report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.TIME.XQ\",\"name\":\"Logistics
performance index: Frequency with which shipments reach consignee within scheduled
or expected time (1=low to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Data are from 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. 2009 round of surveys covered more than 5,000 country
assessments by nearly 1,000 international freight forwarders. Respondents
evaluate eight markets on six core dimensions on a scale from 1 (worst) to
5 (best). The markets are chosen based on the most important export and import
markets of the respondent's country, random selection, and, for landlocked
countries, neighboring countries that connect them with international markets.
Details of the survey methodology are in Arvis and others' Connecting to Compete
2010: Trade Logistics in the Global Economy (2010). Respondents assessed how
often the shipments to assessed markets reach the consignee within the scheduled
or expected delivery time, on a rating ranging from 1 (hardly ever) to 5 (nearly
always). Scores are averaged across all respondents.\",\"sourceOrganization\":\"World
Bank and Turku School of Economics, Logistic Performance Index Surveys. Data
are available online at : http:\\/\\/www.worldbank.org\\/lpi. Summary results
are published in Arvis and others' Connecting to Compete: Trade Logistics
in the Global Economy, The Logistics Performance Index and Its Indicators
report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"LP.LPI.TRAC.XQ\",\"name\":\"Logistics
performance index: Ability to track and trace consignments (1=low to 5=high)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Data are from 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. 2009 round of surveys covered more than 5,000 country
assessments by nearly 1,000 international freight forwarders. Respondents
evaluate eight markets on six core dimensions on a scale from 1 (worst) to
5 (best). The markets are chosen based on the most important export and import
markets of the respondent's country, random selection, and, for landlocked
countries, neighboring countries that connect them with international markets.
Details of the survey methodology are in Arvis and others' Connecting to Compete
2010: Trade Logistics in the Global Economy (2010). Respondents evaluated
the ability to track and trace consignments when shipping to the market, on
a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across
all respondents.\",\"sourceOrganization\":\"World Bank and Turku School of
Economics, Logistic Performance Index Surveys. Data are available online at
: http:\\/\\/www.worldbank.org\\/lpi. Summary results are published in Arvis
and others' Connecting to Compete: Trade Logistics in the Global Economy,
The Logistics Performance Index and Its Indicators report.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"MAIZE\",\"name\":\"Maize,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Maize (US), no. 2, yellow, f.o.b. US
Gulf ports\",\"sourceOrganization\":\"US Department of Agriculture; World
Bank.\",\"topics\":[]},{\"id\":\"MO.INDEX.ECON.XQ\",\"name\":\"Sustainable
Economic Opportunity\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Public Management: Within this subcategory
the Ibrahim Index measures: (i) Quality of Public Administration \u2013 clustered
indicator (average) of variables from the African Development Bank and the
World Bank measuring the extent to which the civil service is structured to
effectively and ethically design policy and deliver services. (ii) Quality
of Budget Management \u2013 clustered indicator (average) of variables from
the African Development Bank and the World Bank measuring the extent to which
there is a comprehensive and credible budget, linked to policy priorities,
with mechanisms to ensure implementation and reporting. (iii) Currency Inside
Banks \u2013 total stock of currency held within banks as a proportion of
the money supply in an economy (OD). (iv) Ratio of Total Revenue to Total
Expenditure \u2013 total budget revenue as a proportion of total budget expenditure
(OD). (v) Ratio of Budget Deficit or Surplus to GDP \u2013 budget deficit
or budget surplus as a proportion of Gross Domestic Product. (vi) Management
of Public Debt \u2013 clustered indicator (average) of variables from the
African Development Bank and the World Bank measuring short- and medium term
sustainability of fiscal policy and its impact on growth. (vii) Inflation
\u2013 annual average change in the consumer price index. (viii) Ratio of
External Debt Service to Exports \u2013 total external debt service due, expressed
as a proportion of exports of goods, non-factor services, income and workers\u2019
remittances. (ix) Imports Covered by Reserves \u2013 period of time that imports
could be paid for by foreign exchange reserves. (x) Statistical Capacity \u2013
national statistical systems and their adherence to international norms in
the areas of: Methodology (of compiling statistics and indicators); Regularity
and coverage of censuses and surveys; Regularity, timeliness and accessibility
of key socioeconomic indicators.\",\"sourceOrganization\":\"Mo Ibrahim Foundation,
electronic files and web site.\",\"topics\":[]},{\"id\":\"MO.INDEX.HDEV.XQ\",\"name\":\"Human
Development\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Health
and Welfare: Within this sub-category the Ibrahim Index measures: (i) Incidence
of TB \u2013 incidence of new cases of Tuberculosis. (ii) Child Mortality
\u2013 likelihood that a newborn baby will die before the age of five, assuming
that he\\/she is subject to current, age-specific mortality rates. (iii) Immunisation
against Measles \u2013 proportion of one year olds (children aged 12\u201323
months) who have received one dose of measles vaccine. (iv) Immunisation against
DTP \u2013 proportion of one year olds (children aged 12\u201323 months) who
have received three doses of DTP vaccine. (v) Welfare Regime \u2013 equality
of access to social safety nets that compensate for poverty and other risks.
(vi) Social Protection and Labour \u2013 clustered indicator (average) of
variables from the African Development Bank and the World Bank measuring government
policies and regulations to ensure a minimum level of welfare to all people.
(vii) Social Exclusion \u2013 extent to which significant parts of society
are isolated due to poverty and inequality. (viii) Antiretroviral Treatment
Provision \u2013 people with advanced HIV infection who are receiving antiretroviral
treatment (ART) according to nationally approved or international standards.
(ix) Antiretroviral Treatment Provision for Pregnant Women \u2013 HIV positive
pregnant women who received antiretroviral treatment (ART) to reduce the risk
of mother-to-child transmission. (x) Access to Piped Water \u2013 proportion
of the population with access to water piped into their dwelling or just outside
it. (xi) Access to Improved Water \u2013 proportion of the population with
access to a water source protected from outside contamination. (xii) Access
to Improved Sanitation \u2013 proportion of the population served with a sanitation
facility that hygienically separates human excreta from human contact. (xiii)
Open Defecation Sanitation \u2013 proportion of the population forced to dispose
of human faeces in open bodies of water or outdoor open spaces.\",\"sourceOrganization\":\"Mo
Ibrahim Foundation, electronic files and web site.\",\"topics\":[]},{\"id\":\"MO.INDEX.PHR.XQ\",\"name\":\"Participation
and Human Rights\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Participation: Within this sub-category the
Ibrahim Index measures: (i) Political Participation \u2013 extent to which
citizens have relevant information and the freedom to participate in the political
process. (ii) Effective Power to Govern \u2013 extent to which democratically
elected leaders have the effective power to govern, or the extent of veto
powers and political enclaves. (iii) Free and Fair Elections \u2013 extent
to which leaders are determined by free and fair elections. (iv) Electoral
Self-determination \u2013 right of citizens to freely decide their political
system and leadership. (v) Free and Fair Executive Elections \u2013 integrity
of executive elections.\",\"sourceOrganization\":\"Mo Ibrahim Foundation,
electronic files and web site.\",\"topics\":[]},{\"id\":\"MO.INDEX.SRLW.XQ\",\"name\":\"Safety
and Rule of Law\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Personal Safety: Within this sub-category
the Ibrahim Index measures: (i) Safety of the Person \u2013 level of criminality
in a country. (ii) Violent Crime \u2013 prevalence of violent crime, both
organised and common. (iii) Social Unrest \u2013 prevalence of violent social
unrest. (iv) Human Trafficking \u2013 government efforts to combat human trafficking.
(v) Domestic Political Persecution \u2013 clustered indicator (an average)
of the following variables: Physical Integrity Rights Index \u2013 government
respect for citizens\u2019 rights to freedom from torture, extrajudicial killing,
political imprisonment, and disappearance. Political Terror Scale \u2013
levels of state-instigated political violence and terror.\",\"sourceOrganization\":\"Mo
Ibrahim Foundation, electronic files and web site.\",\"topics\":[]},{\"id\":\"MO.INDEX.XQ\",\"name\":\"Overall
Mo Ibrahim index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Measures overall index on (a) Safety and rule
of law (b) Participation and human rights (c) Sustainable Economic opportunity
and (d) Human development.\",\"sourceOrganization\":\"Mo Ibrahim Foundation,
electronic files and web site.\",\"topics\":[]},{\"id\":\"MS.MIL.MPRT.KD\",\"name\":\"Arms
imports (SIPRI trend indicator values)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Arms transfers cover the supply
of military weapons through sales, aid, gifts, and those made through manufacturing
licenses. Data cover major conventional weapons such as aircraft, armored
vehicles, artillery, radar systems, missiles, and ships designed for military
use. Excluded are transfers of other military equipment such as small arms
and light weapons, trucks, small artillery, ammunition, support equipment,
technology transfers, and other services.\",\"sourceOrganization\":\"Stockholm
International Peace Research Institute (SIPRI), Arms Transfers Programme (http:\\/\\/portal.sipri.org\\/publications\\/pages\\/transfer\\/splash).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"MS.MIL.TOTL.P1\",\"name\":\"Armed
forces personnel, total\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Armed forces personnel are active duty military
personnel, including paramilitary forces if the training, organization, equipment,
and control suggest they may be used to support or replace regular military
forces.\",\"sourceOrganization\":\"International Institute for Strategic Studies,
The Military Balance.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector
\"}]},{\"id\":\"MS.MIL.TOTL.TF.ZS\",\"name\":\"Armed forces personnel (% of
total labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Armed forces personnel are active duty military
personnel, including paramilitary forces if the training, organization, equipment,
and control suggest they may be used to support or replace regular military
forces. Labor force comprises all people who meet the International Labour
Organization's definition of the economically active population.\",\"sourceOrganization\":\"International
Institute for Strategic Studies, The Military Balance.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"MS.MIL.XPND.CN\",\"name\":\"Military expenditure (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Military
expenditures data from SIPRI are derived from the NATO definition, which includes
all current and capital expenditures on the armed forces, including peacekeeping
forces; defense ministries and other government agencies engaged in defense
projects; paramilitary forces, if these are judged to be trained and equipped
for military operations; and military space activities. Such expenditures
include military and civil personnel, including retirement pensions of military
personnel and social services for personnel; operation and maintenance; procurement;
military research and development; and military aid (in the military expenditures
of the donor country). Excluded are civil defense and current expenditures
for previous military activities, such as for veterans' benefits, demobilization,
conversion, and destruction of weapons. This definition cannot be applied
for all countries, however, since that would require much more detailed information
than is available about what is included in military budgets and off-budget
military expenditure items. (For example, military budgets might or might
not cover civil defense, reserves and auxiliary forces, police and paramilitary
forces, dual-purpose forces such as military and civilian police, military
grants in kind, pensions for military personnel, and social security contributions
paid by one part of government to another.)\",\"sourceOrganization\":\"Stockholm
International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament
and International Security.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"MS.MIL.XPND.GD.ZS\",\"name\":\"Military expenditure
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Military
expenditures data from SIPRI are derived from the NATO definition, which includes
all current and capital expenditures on the armed forces, including peacekeeping
forces; defense ministries and other government agencies engaged in defense
projects; paramilitary forces, if these are judged to be trained and equipped
for military operations; and military space activities. Such expenditures
include military and civil personnel, including retirement pensions of military
personnel and social services for personnel; operation and maintenance; procurement;
military research and development; and military aid (in the military expenditures
of the donor country). Excluded are civil defense and current expenditures
for previous military activities, such as for veterans' benefits, demobilization,
conversion, and destruction of weapons. This definition cannot be applied
for all countries, however, since that would require much more detailed information
than is available about what is included in military budgets and off-budget
military expenditure items. (For example, military budgets might or might
not cover civil defense, reserves and auxiliary forces, police and paramilitary
forces, dual-purpose forces such as military and civilian police, military
grants in kind, pensions for military personnel, and social security contributions
paid by one part of government to another.)\",\"sourceOrganization\":\"Stockholm
International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament
and International Security.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"}]},{\"id\":\"MS.MIL.XPND.ZS\",\"name\":\"Military expenditure (%
of central government expenditure)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Military expenditures data from
SIPRI are derived from the NATO definition, which includes all current and
capital expenditures on the armed forces, including peacekeeping forces; defense
ministries and other government agencies engaged in defense projects; paramilitary
forces, if these are judged to be trained and equipped for military operations;
and military space activities. Such expenditures include military and civil
personnel, including retirement pensions of military personnel and social
services for personnel; operation and maintenance; procurement; military research
and development; and military aid (in the military expenditures of the donor
country). Excluded are civil defense and current expenditures for previous
military activities, such as for veterans' benefits, demobilization, conversion,
and destruction of weapons. This definition cannot be applied for all countries,
however, since that would require much more detailed information than is available
about what is included in military budgets and off-budget military expenditure
items. (For example, military budgets might or might not cover civil defense,
reserves and auxiliary forces, police and paramilitary forces, dual-purpose
forces such as military and civilian police, military grants in kind, pensions
for military personnel, and social security contributions paid by one part
of government to another.)\",\"sourceOrganization\":\"Stockholm International
Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International
Security.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector \"}]},{\"id\":\"MS.MIL.XPRT.KD\",\"name\":\"Arms
exports (SIPRI trend indicator values)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Arms transfers cover the supply
of military weapons through sales, aid, gifts, and those made through manufacturing
licenses. Data cover major conventional weapons such as aircraft, armored
vehicles, artillery, radar systems, missiles, and ships designed for military
use. Excluded are transfers of other military equipment such as small arms
and light weapons, trucks, small artillery, ammunition, support equipment,
technology transfers, and other services.\",\"sourceOrganization\":\"Stockholm
International Peace Research Institute (SIPRI), Arms Transfers Programme (http:\\/\\/portal.sipri.org\\/publications\\/pages\\/transfer\\/splash).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NA.GDP.AGR.CR\",\"name\":\"GDP
on Agriculture Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.AGR.KR\",\"name\":\"GDP
on Agriculture Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.CNST.CR\",\"name\":\"GDP
on Construction Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.CNST.KR\",\"name\":\"GDP
on Construction Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.EXC.OG.CR\",\"name\":\"Total
GDP excluding Oil and Gas (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.EXC.OG.KR\",\"name\":\"Total
GDP excluding Oil and Gas (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.FINS.CR\",\"name\":\"GDP
on Financial Service Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.FINS.KR\",\"name\":\"GDP
on Financial Service Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.INC.OG.CR\",\"name\":\"Total
GDP including Oil and Gas (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.INC.OG.KR\",\"name\":\"Total
GDP including Oil and Gas (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.MINQ.CR\",\"name\":\"GDP
on Mining and Quarrying Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.MINQ.KR\",\"name\":\"GDP
on Mining and Quarrying Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.MNF.CR\",\"name\":\"GDP
on Manufacturing Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.MNF.KR\",\"name\":\"GDP
on Manufacturing Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.SRV.OTHR.CR\",\"name\":\"GDP
on Other Service Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.SRV.OTHR.KR\",\"name\":\"GDP
on Other Service Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.TRAN.COMM.CR\",\"name\":\"GDP
on Transportation and Telecommunication Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.TRAN.COMM.KR\",\"name\":\"GDP
on Transportation and Telecommunication Sector (in IDR Million), Constant
Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.TRD.HTL.CR\",\"name\":\"GDP
on Trade, Hotel and Restaurant Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.TRD.HTL.KR\",\"name\":\"GDP
on Trade, Hotel and Restaurant Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.UTL.CR\",\"name\":\"GDP
on Utilities Sector (in IDR Million), Current Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NA.GDP.UTL.KR\",\"name\":\"GDP
on Utilities Sector (in IDR Million), Constant Price\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.CON.GOVT.CD\",\"name\":\"General
government final consumption expenditure (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"General government final consumption
expenditure (formerly general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.GOVT.CN\",\"name\":\"General government final
consumption expenditure (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"General government final consumption
expenditure (formerly general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.GOVT.KD\",\"name\":\"General government final
consumption expenditure (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"General government final consumption
expenditure (formerly general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.GOVT.KD.ZG\",\"name\":\"General government
final consumption expenditure (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual percentage growth of general
government final consumption expenditure based on constant local currency.
Aggregates are based on constant 2010 U.S. dollars. General government final
consumption expenditure (general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.GOVT.KN\",\"name\":\"General government final
consumption expenditure (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"General government final consumption
expenditure (formerly general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.GOVT.ZS\",\"name\":\"General government final
consumption expenditure (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"General government final consumption
expenditure (formerly general government consumption) includes all government
current expenditures for purchases of goods and services (including compensation
of employees). It also includes most expenditures on national defense and
security, but excludes government military expenditures that are part of government
capital formation.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PCAP.CD\",\"name\":\"Final consumption expenditure
plus discrepancy, per capita (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly
total consumption) is the sum of household final consumption expenditure (private
consumption) and general government final consumption expenditure (general
government consumption). This estimate includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.CON.PETC.CD\",\"name\":\"Household
final consumption expenditure, etc. (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PETC.CN\",\"name\":\"Household final consumption
expenditure, etc. (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PETC.KD\",\"name\":\"Household final consumption
expenditure, etc. (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in constant
2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PETC.KD.ZG\",\"name\":\"Household final consumption
expenditure, etc. (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual percentage growth of household
final consumption expenditure is based on constant local currency. Aggregates
are based on constant 2010 U.S. dollars. Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PETC.KN\",\"name\":\"Household final consumption
expenditure, etc. (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PETC.ZS\",\"name\":\"Household final consumption
expenditure, etc. (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. This item also includes any statistical discrepancy
in the use of resources relative to the supply of resources.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.CD\",\"name\":\"Household final consumption
expenditure (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Household final consumption expenditure (formerly
private consumption) is the market value of all goods and services, including
durable products (such as cars, washing machines, and home computers), purchased
by households. It excludes purchases of dwellings but includes imputed rent
for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.CN\",\"name\":\"Household final consumption
expenditure (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Household final consumption expenditure (formerly
private consumption) is the market value of all goods and services, including
durable products (such as cars, washing machines, and home computers), purchased
by households. It excludes purchases of dwellings but includes imputed rent
for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.KD\",\"name\":\"Household final consumption
expenditure (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.KD.ZG\",\"name\":\"Household final consumption
expenditure (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual percentage growth of household
final consumption expenditure based on constant local currency. Aggregates
are based on constant 2010 U.S. dollars. Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.KN\",\"name\":\"Household final consumption
expenditure (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Household final consumption expenditure (formerly
private consumption) is the market value of all goods and services, including
durable products (such as cars, washing machines, and home computers), purchased
by households. It excludes purchases of dwellings but includes imputed rent
for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.PC.KD\",\"name\":\"Household final consumption
expenditure per capita (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
per capita (private consumption per capita) is calculated using private consumption
in constant 2010 prices and World Bank population estimates. Household final
consumption expenditure is the market value of all goods and services, including
durable products (such as cars, washing machines, and home computers), purchased
by households. It excludes purchases of dwellings but includes imputed rent
for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.PC.KD.ZG\",\"name\":\"Household final
consumption expenditure per capita growth (annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual percentage growth of household
final consumption expenditure per capita, which is calculated using household
final consumption expenditure in constant 2010 prices and World Bank population
estimates. Household final consumption expenditure (private consumption) is
the market value of all goods and services, including durable products (such
as cars, washing machines, and home computers), purchased by households. It
excludes purchases of dwellings but includes imputed rent for owner-occupied
dwellings. It also includes payments and fees to governments to obtain permits
and licenses. Here, household consumption expenditure includes the expenditures
of nonprofit institutions serving households, even when reported separately
by the country.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.PP.CD\",\"name\":\"Household final consumption
expenditure, PPP (current international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are converted to current international dollars
using purchasing power parity rates based on the 2011 ICP round.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.PRVT.PP.KD\",\"name\":\"Household final consumption
expenditure, PPP (constant 2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Household final consumption expenditure
(formerly private consumption) is the market value of all goods and services,
including durable products (such as cars, washing machines, and home computers),
purchased by households. It excludes purchases of dwellings but includes imputed
rent for owner-occupied dwellings. It also includes payments and fees to governments
to obtain permits and licenses. Here, household consumption expenditure includes
the expenditures of nonprofit institutions serving households, even when reported
separately by the country. Data are converted to constant 2011 international
dollars using purchasing power parity rates.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.CD\",\"name\":\"Final consumption expenditure,
etc. (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly total
consumption) is the sum of household final consumption expenditure (private
consumption) and general government final consumption expenditure (general
government consumption). This estimate includes any statistical discrepancy
in the use of resources relative to the supply of resources. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.CN\",\"name\":\"Final consumption expenditure,
etc. (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly total
consumption) is the sum of household final consumption expenditure (formerly
private consumption) and general government final consumption expenditure
(formerly general government consumption). This estimate includes any statistical
discrepancy in the use of resources relative to the supply of resources. Data
are in current local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.KD\",\"name\":\"Final consumption expenditure,
etc. (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly total
consumption) is the sum of household final consumption expenditure (formerly
private consumption) and general government final consumption expenditure
(formerly general government consumption). This estimate includes any statistical
discrepancy in the use of resources relative to the supply of resources. Data
are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.KD.ZG\",\"name\":\"Final consumption expenditure,
etc. (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Average annual growth of final consumption
expenditure based on constant local currency. Aggregates are based on constant
2010 U.S. dollars. Final consumption expenditure (formerly total consumption)
is the sum of household final consumption expenditure (formerly private consumption)
and general government final consumption expenditure (formerly general government
consumption). This estimate includes any statistical discrepancy in the use
of resources relative to the supply of resources.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.KN\",\"name\":\"Final consumption expenditure,
etc. (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly total
consumption) is the sum of household final consumption expenditure (formerly
private consumption) and general government final consumption expenditure
(formerly general government consumption). This estimate includes any statistical
discrepancy in the use of resources relative to the supply of resources. Data
are in constant local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TETC.ZS\",\"name\":\"Final consumption expenditure,
etc. (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Final
consumption expenditure (formerly total consumption) is the sum of household
final consumption expenditure (private consumption) and general government
final consumption expenditure (general government consumption). This estimate
includes any statistical discrepancy in the use of resources relative to the
supply of resources.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TOTL.CD\",\"name\":\"Final consumption expenditure
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Final
consumption expenditure (formerly total consumption) is the sum of household
final consumption expenditure (private consumption) and general government
final consumption expenditure (general government consumption). Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TOTL.CN\",\"name\":\"Final consumption expenditure
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Final
consumption expenditure (formerly total consumption) is the sum of household
final consumption expenditure (private consumption) and general government
final consumption expenditure (general government consumption). Data are in
current local currency.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TOTL.KD\",\"name\":\"Final consumption expenditure
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Final consumption expenditure (formerly total
consumption) is the sum of household final consumption expenditure (formerly
private consumption) and general government final consumption expenditure
(formerly general government consumption). Data are in constant 2010 U.S.
dollars.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.CON.TOTL.KN\",\"name\":\"Final consumption expenditure
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Final
consumption expenditure (formerly total consumption) is the sum of household
final consumption expenditure (formerly private consumption) and general government
final consumption expenditure (formerly general government consumption). Data
are in constant local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.DEFL.ZS\",\"name\":\"Gross national expenditure
deflator (base year varies by country)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross national expenditure (formerly
domestic absorption) is the sum of household final consumption expenditure
(formerly private consumption), general government final consumption expenditure
(formerly general government consumption), and gross capital formation (formerly
gross domestic investment).\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.TOTL.CD\",\"name\":\"Gross national expenditure
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
national expenditure (formerly domestic absorption) is the sum of household
final consumption expenditure (formerly private consumption), general government
final consumption expenditure (formerly general government consumption), and
gross capital formation (formerly gross domestic investment). Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.TOTL.CN\",\"name\":\"Gross national expenditure
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
national expenditure (formerly domestic absorption) is the sum of household
final consumption expenditure (formerly private consumption), general government
final consumption expenditure (formerly general government consumption), and
gross capital formation (formerly gross domestic investment). Data are in
current local currency.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.TOTL.KD\",\"name\":\"Gross national expenditure
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross national expenditure (formerly domestic
absorption) is the sum of household final consumption expenditure (formerly
private consumption), general government final consumption expenditure (formerly
general government consumption), and gross capital formation (formerly gross
domestic investment). Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.TOTL.KN\",\"name\":\"Gross national expenditure
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
national expenditure (formerly domestic absorption) is the sum of household
final consumption expenditure (formerly private consumption), general government
final consumption expenditure (formerly general government consumption), and
gross capital formation (formerly gross domestic investment). Data are in
constant local currency.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.DAB.TOTL.ZS\",\"name\":\"Gross national expenditure
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
national expenditure (formerly domestic absorption) is the sum of household
final consumption expenditure (formerly private consumption), general government
final consumption expenditure (formerly general government consumption), and
gross capital formation (formerly gross domestic investment).\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.EXP.GNFS.CD\",\"name\":\"Exports of goods and services
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Exports
of goods and services represent the value of all goods and other market services
provided to the rest of the world. They include the value of merchandise,
freight, insurance, transport, travel, royalties, license fees, and other
services, such as communication, construction, financial, information, business,
personal, and government services. They exclude compensation of employees
and investment income (formerly called factor services) and transfer payments.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.EXP.GNFS.CN\",\"name\":\"Exports
of goods and services (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exports of goods and services represent
the value of all goods and other market services provided to the rest of the
world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.EXP.GNFS.KD\",\"name\":\"Exports of goods and services
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Exports of goods and services represent the
value of all goods and other market services provided to the rest of the world.
They include the value of merchandise, freight, insurance, transport, travel,
royalties, license fees, and other services, such as communication, construction,
financial, information, business, personal, and government services. They
exclude compensation of employees and investment income (formerly called factor
services) and transfer payments. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.EXP.GNFS.KD.ZG\",\"name\":\"Exports
of goods and services (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual growth rate of exports of
goods and services based on constant local currency. Aggregates are based
on constant 2010 U.S. dollars. Exports of goods and services represent the
value of all goods and other market services provided to the rest of the world.
They include the value of merchandise, freight, insurance, transport, travel,
royalties, license fees, and other services, such as communication, construction,
financial, information, business, personal, and government services. They
exclude compensation of employees and investment income (formerly called factor
services) and transfer payments.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.EXP.GNFS.KN\",\"name\":\"Exports
of goods and services (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exports of goods and services represent
the value of all goods and other market services provided to the rest of the
world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.EXP.GNFS.KN.ZG\",\"name\":\"Exports of goods and
non-financial services, growth (%, constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\\"The annual rate of growth of
exports of goods and non-financial services, as calculated from the constant
local currency series. Exports of goods and services represent the value
of all goods and other market services provided to or received from the rest
of the world. Included is the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services. Data are in constant
local currency.\\u000d \\\"\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.EXP.GNFS.XN\",\"name\":\"Export
price index (goods and services, 2000=100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The exports price index is derived
by dividing the national accounts exports of goods and services in current
U.S. dollars by exports of goods and services in constant 2000 U.S. dollars,
with 2000 equaling 100. \",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.EXP.GNFS.ZS\",\"name\":\"Exports
of goods and services (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exports of goods and services represent
the value of all goods and other market services provided to the rest of the
world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.GDI.CON.GOVT.CR\",\"name\":\"GDP
expenditure on general government consumption (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.CON.NPI.CR\",\"name\":\"GDP
expenditure on non profit private institution consumption (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.CON.PRVT.CR\",\"name\":\"GDP
expenditure on private consumption (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.EXPT.CR\",\"name\":\"GDP
expenditure on exports (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.FCGV.CD\",\"name\":\"GDFI
- central government (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by central government.
\ Data are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"NE.GDI.FCGV.CN\",\"name\":\"GDFI
- central government (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by central government.
\ Data are in current local currency. \",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FCGV.KD\",\"name\":\"GDFI
- central government (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross domestic fixed investment
includes land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation. Data are in constant 2000
U.S. dollars.\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NE.GDI.FCGV.KN\",\"name\":\"GDFI
- central government (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Central government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by central government.
\ Data are in current local currency. \",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FGOV.CD\",\"name\":\"GDFI
- general government (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"General government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by local, state.
\ Data are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FGOV.CN\",\"name\":\"GDFI
- general government (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"General government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by local, state or
central government. Most outlays by government on military equipment are excluded.
According to 93SNA are outlays on weapons and equipment with no alternative
civil use treated as intermediate consumption, and part of government consumption
expenditure. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FGOV.KD\",\"name\":\"GDFI
- general government (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\\"\\u000aGross domestic fixed
investment includes land improvements (fences, ditches, drains, and so on);
plant, machinery, and equipment purchases; and the construction of roads,
railways, and the like, including schools, offices, hospitals, private residential
dwellings, and commercial and industrial buildings. According to the 1993
SNA, net acquisitions of valuables are also considered capital formation.
Data are in constant 2000 U.S. dollars.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FGOV.KN\",\"name\":\"GDFI
- general government (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"General government\u2019s gross
domestic fixed investment (gross fixed capital formation) comprises all additions
to the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets, by local, state or
central government. Most outlays by government on military equipment are excluded.
According to 93SNA are outlays on weapons and equipment with no alternative
civil use treated as intermediate consumption, and part of government consumption
expenditure. Data; constant prices, local currencies. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FLGV.CD\",\"name\":\"GDFI
- state and local government (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"State and local governments\u2019
gross domestic fixed investment (gross fixed capital formation) comprises
all additions to the stocks of fixed assets (purchases and own-account capital
formation), less any sales of second-hand and scrapped fixed assets, by state
and local governments. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NE.GDI.FLGV.CN\",\"name\":\"GDFI
- state and local government (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"State and local governments\u2019
gross domestic fixed investment (gross fixed capital formation) comprises
all additions to the stocks of fixed assets (purchases and own-account capital
formation), less any sales of second-hand and scrapped fixed assets, by state
and local governments. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FLGV.KN\",\"name\":\"GDFI
- state and local government (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"State and local governments\u2019
gross domestic fixed investment (gross fixed capital formation) comprises
all additions to the stocks of fixed assets (purchases and own-account capital
formation), less any sales of second-hand and scrapped fixed assets, by state
and local governments. Data are in constant local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPBE.CD\",\"name\":\"GDFI
- public enterprises (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPBE.CN\",\"name\":\"GDFI
- public enterprises (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPBE.KN\",\"name\":\"GDFI
- public enterprises (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets. Data are in const\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPRV.CD\",\"name\":\"GDFI
- private (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic fixed
investment (gross fixed capital formation) comprises all additions to the
stocks of fixed assets (purchases and own-account capital formation), less
any sales of second-hand and scrapped fixed assets. Data are in current U.S.
dollars. \",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPRV.CN\",\"name\":\"Gross
fixed capital formation, private sector (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private investment covers gross
outlays by the private sector (including private nonprofit agencies) on additions
to its fixed domestic assets.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FPRV.KD\",\"name\":\"GDFI - private sector
(constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic fixed
investment (gross fixed capital formation) comprises all additions to the
stocks of fixed assets (purchases and own-account capital formation), less
any sales of second-hand and scrapped fixed assets. Data are in constant
2000 local currency. \",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPRV.KN\",\"name\":\"GDFI
- private sector (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets. Data are in constant
local prices. \",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPRV.ZS\",\"name\":\"Gross
fixed capital formation, private sector (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private investment covers gross
outlays by the private sector (including private nonprofit agencies) on additions
to its fixed domestic assets.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FPUB.CD\",\"name\":\"GDFI - public sector (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Public
sectors\u2019 gross domestic fixed investment (gross fixed capital formation)
comprises all additions to the stocks of fixed assets (purchases and own-account
capital formation), less any sales of second-hand and scrapped fixed assets
measured at constant prices, done by government units and non-financial public
enterprises. Most outlays by government on military equipment are excluded.
According to 1993 SNA are outlays on weapons and equipment with no alternative
civil use treated as intermediate consumption, and part of governments consumption
expenditure. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPUB.CN\",\"name\":\"Gross
fixed capital formation, public sector (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public investment covers gross
outlays by the public sector on additions to its fixed domestic assets.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPUB.KD\",\"name\":\"GDFI
- public sector (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sectors\u2019 gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets measured at constant
prices, done by government units and non-financial public enterprises. Most
outlays by government on military equipment are excluded. According to 1993
SNA are outlays on weapons and equipment with no alternative civil use treated
as intermediate consumption, and part of governments consumption expenditure.
Data are in constant 2000 U.S. dollars. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPUB.KN\",\"name\":\"GDFI
- public sector (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sectors\u2019 gross domestic
fixed investment (gross fixed capital formation) comprises all additions to
the stocks of fixed assets (purchases and own-account capital formation),
less any sales of second-hand and scrapped fixed assets measured at constant
prices, done by government units and non-financial public enterprises. Most
outlays by government on military equipment are excluded. According to 1993
SNA are outlays on weapons and equipment with no alternative civil use treated
as intermediate consumption, and part of governments consumption expenditure.
Data are in constant local currency. \",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FPUB.ZS\",\"name\":\"Gross
public investment (% of GDP)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross public investment (see definition
below) as a percentage of GDP (%) . Public sectors\u2019 gross domestic fixed
investment (gross fixed capital formation) comprises all additions to the
stocks of fixed assets (purchases and own-account capital formation), less
any sales of second-hand and scrapped fixed assets measured at constant prices,
done by government units and non-financial public enterprises. Most outlays
by government on military equipment are excluded. According to 1993 SNA are
outlays on weapons and equipment with no alternative civil use treated as
intermediate consumption, and part of governments consumption expenditure.
\",\"sourceOrganization\":\"World Bank national accounts data, and OECD National
Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.FTOT.CD\",\"name\":\"Gross
fixed capital formation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross fixed capital formation (formerly
gross domestic fixed investment) includes land improvements (fences, ditches,
drains, and so on); plant, machinery, and equipment purchases; and the construction
of roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. According
to the 1993 SNA, net acquisitions of valuables are also considered capital
formation. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FTOT.CN\",\"name\":\"Gross fixed capital formation
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
fixed capital formation (formerly gross domestic fixed investment) includes
land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation. Data are in current local
currency.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FTOT.CR\",\"name\":\"GDP expenditure on gross
fixed capital formation (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.FTOT.KD\",\"name\":\"Gross
fixed capital formation (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross fixed capital formation (formerly
gross domestic fixed investment) includes land improvements (fences, ditches,
drains, and so on); plant, machinery, and equipment purchases; and the construction
of roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. According
to the 1993 SNA, net acquisitions of valuables are also considered capital
formation. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FTOT.KD.ZG\",\"name\":\"Gross fixed capital
formation (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Average annual growth of gross fixed capital
formation based on constant local currency. Aggregates are based on constant
2010 U.S. dollars. Gross fixed capital formation (formerly gross domestic
fixed investment) includes land improvements (fences, ditches, drains, and
so on); plant, machinery, and equipment purchases; and the construction of
roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. According
to the 1993 SNA, net acquisitions of valuables are also considered capital
formation.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FTOT.KN\",\"name\":\"Gross fixed capital formation
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
fixed capital formation (formerly gross domestic fixed investment) includes
land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation. Data are in constant local
currency.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.FTOT.ZS\",\"name\":\"Gross fixed capital formation
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
fixed capital formation (formerly gross domestic fixed investment) includes
land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.IMPT.CR\",\"name\":\"GDP expenditure on imports
(in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.STKB.CD\",\"name\":\"Changes
in inventories (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Inventories are stocks of goods
held by firms to meet temporary or unexpected fluctuations in production or
sales, and \\\"work in progress.\\\" Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.STKB.CN\",\"name\":\"Changes in inventories
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Inventories
are stocks of goods held by firms to meet temporary or unexpected fluctuations
in production or sales, and \\\"work in progress.\\\" Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.STKB.CR\",\"name\":\"GDP expenditure on changes
in stock (in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.STKB.KN\",\"name\":\"Changes
in inventories (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Inventories are stocks of goods
held by firms to meet temporary or unexpected fluctuations in production or
sales, and \\\"work in progress.\\\" Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.STPB.CD\",\"name\":\"Change in stocks public
sector (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories of public sector
comprises the value of the physical changes in (i) stocks of raw materials,
work-in-progress (excluding work put in place on structures, roads and other
construction projects), and finished goods held by industries, and (ii) stocks
of strategic materials or other commodities of importance to the nation held
by producers of government services. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NE.GDI.STPB.CN\",\"name\":\"Change
in stocks public sector (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories
of public sector comprises the value of the physical changes in (i) stocks
of raw materials, work-in-progress (excluding work put in place on structures,
roads and other construction projects), and finished goods held by industries,
and (ii) stocks of strategic materials or other commodities of importance
to the nation held by producers of government services. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.STPB.KN\",\"name\":\"Change
in stocks, public sector (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories
of public sector comprises the value of the physical changes in (i) stocks
of raw materials, work-in-progress (excluding work put in place on structures,
roads and other construction projects), and finished goods held by industries,
and (ii) stocks of strategic materials or other commodities of importance
to the nation held by producers of government services. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.STPV.CD\",\"name\":\"Change
in stocks, private sector (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories
of private sector comprises the value of the physical changes in stocks of
raw materials, work-in-progress (excluding work put in place on structures,
roads and other construction projects), and finished goods held by industries.
\ Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"NE.GDI.STPV.CN\",\"name\":\"Change
in stocks, private sector (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories
of private sector comprises the value of the physical changes in stocks of
raw materials, work-in-progress (excluding work put in place on structures,
roads and other construction projects), and finished goods held by industries.
\ Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.STPV.KN\",\"name\":\"Change
in stocks, private sector (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Changes in stocks\\/inventories
of private sector comprises the value of the physical changes in stocks of
raw materials, work-in-progress (excluding work put in place on structures,
roads and other construction projects), and finished goods held by industries.
\ Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.GDI.TOTL.CD\",\"name\":\"Gross
capital formation (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross capital formation (formerly
gross domestic investment) consists of outlays on additions to the fixed assets
of the economy plus net changes in the level of inventories. Fixed assets
include land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. Inventories are stocks of goods held
by firms to meet temporary or unexpected fluctuations in production or sales,
and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation. Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.TOTL.CN\",\"name\":\"Gross capital formation
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
capital formation (formerly gross domestic investment) consists of outlays
on additions to the fixed assets of the economy plus net changes in the level
of inventories. Fixed assets include land improvements (fences, ditches, drains,
and so on); plant, machinery, and equipment purchases; and the construction
of roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. Inventories
are stocks of goods held by firms to meet temporary or unexpected fluctuations
in production or sales, and \\\"work in progress.\\\" According to the 1993
SNA, net acquisitions of valuables are also considered capital formation.
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.TOTL.CR\",\"name\":\"Total GDP based on expenditure
(in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"NE.GDI.TOTL.KD\",\"name\":\"Gross
capital formation (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross capital formation (formerly
gross domestic investment) consists of outlays on additions to the fixed assets
of the economy plus net changes in the level of inventories. Fixed assets
include land improvements (fences, ditches, drains, and so on); plant, machinery,
and equipment purchases; and the construction of roads, railways, and the
like, including schools, offices, hospitals, private residential dwellings,
and commercial and industrial buildings. Inventories are stocks of goods held
by firms to meet temporary or unexpected fluctuations in production or sales,
and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions
of valuables are also considered capital formation. Data are in constant 2010
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.TOTL.KD.ZG\",\"name\":\"Gross capital formation
(annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Annual growth rate of gross capital formation
based on constant local currency. Aggregates are based on constant 2010 U.S.
dollars. Gross capital formation (formerly gross domestic investment) consists
of outlays on additions to the fixed assets of the economy plus net changes
in the level of inventories. Fixed assets include land improvements (fences,
ditches, drains, and so on); plant, machinery, and equipment purchases; and
the construction of roads, railways, and the like, including schools, offices,
hospitals, private residential dwellings, and commercial and industrial buildings.
Inventories are stocks of goods held by firms to meet temporary or unexpected
fluctuations in production or sales, and \\\"work in progress.\\\" According
to the 1993 SNA, net acquisitions of valuables are also considered capital
formation.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.TOTL.KN\",\"name\":\"Gross capital formation
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
capital formation (formerly gross domestic investment) consists of outlays
on additions to the fixed assets of the economy plus net changes in the level
of inventories. Fixed assets include land improvements (fences, ditches, drains,
and so on); plant, machinery, and equipment purchases; and the construction
of roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. Inventories
are stocks of goods held by firms to meet temporary or unexpected fluctuations
in production or sales, and \\\"work in progress.\\\" According to the 1993
SNA, net acquisitions of valuables are also considered capital formation.
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.GDI.TOTL.ZS\",\"name\":\"Gross capital formation
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
capital formation (formerly gross domestic investment) consists of outlays
on additions to the fixed assets of the economy plus net changes in the level
of inventories. Fixed assets include land improvements (fences, ditches, drains,
and so on); plant, machinery, and equipment purchases; and the construction
of roads, railways, and the like, including schools, offices, hospitals, private
residential dwellings, and commercial and industrial buildings. Inventories
are stocks of goods held by firms to meet temporary or unexpected fluctuations
in production or sales, and \\\"work in progress.\\\" According to the 1993
SNA, net acquisitions of valuables are also considered capital formation.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.IMP.GNFS.CD\",\"name\":\"Imports of goods and services
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Imports
of goods and services represent the value of all goods and other market services
received from the rest of the world. They include the value of merchandise,
freight, insurance, transport, travel, royalties, license fees, and other
services, such as communication, construction, financial, information, business,
personal, and government services. They exclude compensation of employees
and investment income (formerly called factor services) and transfer payments.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.IMP.GNFS.CN\",\"name\":\"Imports
of goods and services (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Imports of goods and services represent
the value of all goods and other market services received from the rest of
the world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.IMP.GNFS.KD\",\"name\":\"Imports of goods and services
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Imports of goods and services represent the
value of all goods and other market services received from the rest of the
world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.IMP.GNFS.KD.ZG\",\"name\":\"Imports
of goods and services (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual growth rate of imports of
goods and services based on constant local currency. Aggregates are based
on constant 2010 U.S. dollars. Imports of goods and services represent the
value of all goods and other market services received from the rest of the
world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.IMP.GNFS.KN\",\"name\":\"Imports
of goods and services (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Imports of goods and services represent
the value of all goods and other market services received from the rest of
the world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.IMP.GNFS.XN\",\"name\":\"Import price index (goods
and services 2000=100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The imports price index is derived by dividing
the national accounts exports of goods and services in current U.S. dollars
by imports of goods and services in constant 2000 U.S. dollars, with 2000
equaling 100. \",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NE.IMP.GNFS.ZS\",\"name\":\"Imports
of goods and services (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Imports of goods and services represent
the value of all goods and other market services received from the rest of
the world. They include the value of merchandise, freight, insurance, transport,
travel, royalties, license fees, and other services, such as communication,
construction, financial, information, business, personal, and government services.
They exclude compensation of employees and investment income (formerly called
factor services) and transfer payments.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.MRCH.GDP.ZS\",\"name\":\"Merchandise
trade to GDP ratio (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Merchandise trade as a share of GDP is the
sum of merchandise exports and imports divided by the value of GDP, all in
current US dollars and from the national accounts. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NE.RSB.GNFS.CD\",\"name\":\"External
balance on goods and services (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"External balance on goods and services
(formerly resource balance) equals exports of goods and services minus imports
of goods and services (previously nonfactor services). Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.RSB.GNFS.CN\",\"name\":\"External
balance on goods and services (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"External balance on goods and services
(formerly resource balance) equals exports of goods and services minus imports
of goods and services (previously nonfactor services). Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.RSB.GNFS.KN\",\"name\":\"External balance on goods
and services (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"External balance on goods and services (formerly
resource balance) equals exports of goods and services minus imports of goods
and services (previously nonfactor services). Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NE.RSB.GNFS.ZS\",\"name\":\"External balance on goods
and services (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"External balance on goods and services (formerly
resource balance) equals exports of goods and services minus imports of goods
and services (previously nonfactor services).\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.TRD.GNFS.CD\",\"name\":\"Trade
of goods and services (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Trade is the sum of exports and
imports of goods and services measured as a share of gross domestic product.
\",\"sourceOrganization\":\"World Bank national accounts data, and OECD National
Accounts data files.\",\"topics\":[]},{\"id\":\"NE.TRD.GNFS.ZS\",\"name\":\"Trade
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Trade
is the sum of exports and imports of goods and services measured as a share
of gross domestic product.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NE.TRM.TRAD.XN\",\"name\":\"Terms
of trade index (2000=100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This is based upon goods and non-financial
services from the National Accounts, that is, the terms of trade index shows
the national accounts exports price index divided by the imports price index,
with 2000 equaling 100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NE.TRM.TRAD.XU\",\"name\":\"Terms
of trade (goods and services, 2000 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The terms of trade index shows
the national accounts exports price index divided by the imports price index,
with 2000 equaling 100.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NEER\",\"name\":\"Nominal
Effecive Exchange Rate\",\"source\":{\"id\":\"15\",\"value\":\"Global Economic
Monitor\"},\"sourceNote\":\"A measure of the value of a currency against a
weighted average of several foreign currencies\",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream and IMF International Finance
Statistics data.\",\"topics\":[]},{\"id\":\"NGAS_EUR\",\"name\":\"Natural
gas, Europe, $\\/mmbtu, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Natural Gas (Europe),
average import border price, including UK. As of April 2010 includes a spot
price component. Between June 2000 - March 2010 excludes UK\",\"sourceOrganization\":\"World
Gas Intelligence; World Bank.\",\"topics\":[]},{\"id\":\"NGAS_JP\",\"name\":\"Natural
gas LNG, $\\/mmbtu, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Natural gas LNG (Japan),
import price, cif, recent two months' averages are estimates.\",\"sourceOrganization\":\"World
Gas Intelligence; World Bank.\",\"topics\":[]},{\"id\":\"NGAS_US\",\"name\":\"Natural
gas, US, $\\/mmbtu, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Natural Gas (U.S.),
spot price at Henry Hub, Louisiana\",\"sourceOrganization\":\"Thomson Reuters
Datastream; The Wall Street Journal; World Bank.\",\"topics\":[]},{\"id\":\"NICKEL\",\"name\":\"Nickel,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Nickel (LME), cathodes, minimum 99.8%
purity, settlement price beginning 2005; previously cash price\",\"sourceOrganization\":\"Platts
Metals Week, Thomson Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"NRRV.SHR.FRST.CR\",\"name\":\"Total
Natural Resources Revenue Sharing from Forestry (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NRRV.SHR.FSH.CR\",\"name\":\"Total Natural
Resources Revenue Sharing from Fishery (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NRRV.SHR.GAS.CR\",\"name\":\"Total Natural
Resources Revenue Sharing from Gas (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NRRV.SHR.GEOT.CR\",\"name\":\"Total Natural
Resources Revenue Sharing from Geothermal Energy (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NRRV.SHR.MIN.CR\",\"name\":\"Total Natural
Resources Revenue Sharing from Mining (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NRRV.SHR.PETR.CR\",\"name\":\"Total Natural
Resources Revenue Sharing from Oil (in IDR, realization value)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial
Report)\",\"topics\":[]},{\"id\":\"NV.AGR.PCAP.KD.ZG\",\"name\":\"Real agricultural
GDP per capita growth rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The growth rate of real per capita
GDP in agriculture, expressed at an annual rate. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NV.AGR.TOTL.CD\",\"name\":\"Agriculture,
value added (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agriculture corresponds to ISIC divisions 1-5
and includes forestry, hunting, and fishing, as well as cultivation of crops
and livestock production. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NV.AGR.TOTL.CN\",\"name\":\"Agriculture,
value added (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agriculture corresponds to ISIC divisions 1-5
and includes forestry, hunting, and fishing, as well as cultivation of crops
and livestock production. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.AGR.TOTL.KD\",\"name\":\"Agriculture, value added
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agriculture corresponds to ISIC divisions 1-5
and includes forestry, hunting, and fishing, as well as cultivation of crops
and livestock production. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.AGR.TOTL.KD.ZG\",\"name\":\"Agriculture, value
added (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Annual growth rate for agricultural value added
based on constant local currency. Aggregates are based on constant 2010 U.S.
dollars. Agriculture corresponds to ISIC divisions 1-5 and includes forestry,
hunting, and fishing, as well as cultivation of crops and livestock production.
Value added is the net output of a sector after adding up all outputs and
subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The origin of value added is determined by the International Standard
Industrial Classification (ISIC), revision 3.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.AGR.TOTL.KN\",\"name\":\"Agriculture, value added
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Agriculture
corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing,
as well as cultivation of crops and livestock production. Value added is the
net output of a sector after adding up all outputs and subtracting intermediate
inputs. It is calculated without making deductions for depreciation of fabricated
assets or depletion and degradation of natural resources. The origin of value
added is determined by the International Standard Industrial Classification
(ISIC), revision 3. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.AGR.TOTL.ZG\",\"name\":\"Real agricultural GDP
growth rates (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NV.AGR.TOTL.ZS\",\"name\":\"Agriculture,
value added (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Agriculture corresponds to ISIC divisions 1-5
and includes forestry, hunting, and fishing, as well as cultivation of crops
and livestock production. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Note: For VAB countries, gross value added at factor cost is used as the denominator.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"19\",\"value\":\"Climate
Change\"}]},{\"id\":\"NV.IND.CNST.CD\",\"name\":\"Construction, value added
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Value
added in construction is defined as the value of output of the construction
industry less the value of intermediate consumption (intermediate inputs).
Construction is a subset of industry (ISIC 45). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.CNST.CN\",\"name\":\"Construction,
value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Value added in construction is defined as the
value of output of the construction industry less the value of intermediate
consumption (intermediate inputs). Construction is a subset of industry (ISIC
45). Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.CNST.KN\",\"name\":\"Construction,
value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in construction is
defined as the value of output of the construction industry less the value
of intermediate consumption (intermediate inputs). Construction is a subset
of industry (ISIC 45). Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.GELW.CD\",\"name\":\"Gas,
electricity and water, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in gas, electricity
and water is defined as the value of output of the \u2018Electricity, Gas
and Water supply' industry less the value of intermediate consumption (intermediate
inputs). Gas, electricity and water is a subset of industry (ISIC 40-41).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.GELW.CN\",\"name\":\"Gas,
electricity and water, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in gas, electricity
and water is defined as the value of output of the \u2018Electricity, Gas
and Water supply' industry less the value of intermediate consumption (intermediate
inputs). Gas, electricity and water is a subset of industry (ISIC 40-41).
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.GELW.KN\",\"name\":\"Gas,
electricity and water, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in gas, electricity
and water is defined as the value of output of the \u2018Electricity, Gas
and Water supply' industry less the value of intermediate consumption (intermediate
inputs). Gas, electricity and water is a subset of industry (ISIC 40-41).
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.MANF.CD\",\"name\":\"Manufacturing,
value added (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Manufacturing refers to industries belonging
to ISIC divisions 15-37. Value added is the net output of a sector after adding
up all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MANF.CN\",\"name\":\"Manufacturing, value added
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Manufacturing
refers to industries belonging to ISIC divisions 15-37. Value added is the
net output of a sector after adding up all outputs and subtracting intermediate
inputs. It is calculated without making deductions for depreciation of fabricated
assets or depletion and degradation of natural resources. The origin of value
added is determined by the International Standard Industrial Classification
(ISIC), revision 3. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MANF.KD\",\"name\":\"Manufacturing, value added
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Manufacturing refers to industries belonging
to ISIC divisions 15-37. Value added is the net output of a sector after adding
up all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Data are expressed
constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MANF.KD.ZG\",\"name\":\"Manufacturing, value
added (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Annual growth rate for manufacturing value
added based on constant local currency. Aggregates are based on constant 2010
U.S. dollars. Manufacturing refers to industries belonging to ISIC divisions
15-37. Value added is the net output of a sector after adding up all outputs
and subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The origin of value added is determined by the International Standard
Industrial Classification (ISIC), revision 3.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MANF.KN\",\"name\":\"Manufacturing, value added
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Manufacturing
refers to industries belonging to ISIC divisions 15-37. Value added is the
net output of a sector after adding up all outputs and subtracting intermediate
inputs. It is calculated without making deductions for depreciation of fabricated
assets or depletion and degradation of natural resources. The origin of value
added is determined by the International Standard Industrial Classification
(ISIC), revision 3. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MANF.KN.ZG\",\"name\":\"Value added, manufacturing
growth rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This is the annual rate of growth of value
added in manufacturing. Manufacturing refers to industries belonging to ISIC
divisions 15-37. Value added is the net output of a sector after adding up
all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The industrial origin of value added is determined by
the International Standard Industrial Classification (ISIC), revision 2.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NV.IND.MANF.ZS\",\"name\":\"Manufacturing,
value added (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Manufacturing refers to industries belonging
to ISIC divisions 15-37. Value added is the net output of a sector after adding
up all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries,
gross value added at factor cost is used as the denominator.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.MINQ.CD\",\"name\":\"Mining and quarrying,
value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Value added in mining and quarrying is defined
as the value of output of the mining and quarrying industries less the value
of intermediate consumption (intermediate inputs). Mining and quarrying is
a subset of industry (ISIC 10-14). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.MINQ.CN\",\"name\":\"Mining
and quarrying, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in mining and quarrying
is defined as the value of output of the mining and quarrying industries less
the value of intermediate consumption (intermediate inputs). Mining and quarrying
is a subset of industry (ISIC 10-14). Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.MINQ.KD\",\"name\":\"Value
added, mining and quarrying (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in mining and quarrying
is defined as the value of output of the mining and quarrying industries less
the value of intermediate consumption (intermediate inputs). Mining and quarrying
is a subset of industry (ISIC 10-14). Data are in constant 2000 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.MINQ.KN\",\"name\":\"Mining
and quarrying, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in mining and quarrying
is defined as the value of output of the mining and quarrying industries less
the value of intermediate consumption (intermediate inputs). Mining and quarrying
is a subset of industry (ISIC 10-14). Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.IND.TOTL.CD\",\"name\":\"Industry,
value added (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Industry corresponds to ISIC divisions 10-45
and includes manufacturing (ISIC divisions 15-37). It comprises value added
in mining, manufacturing (also reported as a separate subgroup), construction,
electricity, water, and gas. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.TOTL.CN\",\"name\":\"Industry, value added
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Industry
corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions
15-37). It comprises value added in mining, manufacturing (also reported as
a separate subgroup), construction, electricity, water, and gas. Value added
is the net output of a sector after adding up all outputs and subtracting
intermediate inputs. It is calculated without making deductions for depreciation
of fabricated assets or depletion and degradation of natural resources. The
origin of value added is determined by the International Standard Industrial
Classification (ISIC), revision 3. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.TOTL.KD\",\"name\":\"Industry, value added
(constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Industry corresponds to ISIC divisions 10-45
and includes manufacturing (ISIC divisions 15-37). It comprises value added
in mining, manufacturing (also reported as a separate subgroup), construction,
electricity, water, and gas. Value added is the net output of a sector after
adding up all outputs and subtracting intermediate inputs. It is calculated
without making deductions for depreciation of fabricated assets or depletion
and degradation of natural resources. The origin of value added is determined
by the International Standard Industrial Classification (ISIC), revision 3.
Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.TOTL.KD.ZG\",\"name\":\"Industry, value added
(annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Annual growth rate for industrial value added
based on constant local currency. Aggregates are based on constant 2010 U.S.
dollars. Industry corresponds to ISIC divisions 10-45 and includes manufacturing
(ISIC divisions 15-37). It comprises value added in mining, manufacturing
(also reported as a separate subgroup), construction, electricity, water,
and gas. Value added is the net output of a sector after adding up all outputs
and subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The origin of value added is determined by the International Standard
Industrial Classification (ISIC), revision 3.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.TOTL.KN\",\"name\":\"Industry, value added
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Industry
corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions
15-37). It comprises value added in mining, manufacturing (also reported as
a separate subgroup), construction, electricity, water, and gas. Value added
is the net output of a sector after adding up all outputs and subtracting
intermediate inputs. It is calculated without making deductions for depreciation
of fabricated assets or depletion and degradation of natural resources. The
origin of value added is determined by the International Standard Industrial
Classification (ISIC), revision 3. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.IND.TOTL.ZS\",\"name\":\"Industry, value added
(% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Industry
corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions
15-37). It comprises value added in mining, manufacturing (also reported as
a separate subgroup), construction, electricity, water, and gas. Value added
is the net output of a sector after adding up all outputs and subtracting
intermediate inputs. It is calculated without making deductions for depreciation
of fabricated assets or depletion and degradation of natural resources. The
origin of value added is determined by the International Standard Industrial
Classification (ISIC), revision 3. Note: For VAB countries, gross value added
at factor cost is used as the denominator.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.MNF.CHEM.ZS.UN\",\"name\":\"Chemicals (% of value
added in manufacturing)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Value added in manufacturing is the sum of
gross output less the value of intermediate inputs used in production for
industries classified in ISIC major division D. Chemicals correspond to ISIC
division 24.\",\"sourceOrganization\":\"United Nations Industrial Development
Organization, International Yearbook of Industrial Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.MNF.FBTO.ZS.UN\",\"name\":\"Food, beverages and
tobacco (% of value added in manufacturing)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Value added in manufacturing is
the sum of gross output less the value of intermediate inputs used in production
for industries classified in ISIC major division D. Food, beverages, and tobacco
correspond to ISIC divisions 15 and 16.\",\"sourceOrganization\":\"United
Nations Industrial Development Organization, International Yearbook of Industrial
Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NV.MNF.MTRN.ZS.UN\",\"name\":\"Machinery
and transport equipment (% of value added in manufacturing)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Value added in manufacturing is
the sum of gross output less the value of intermediate inputs used in production
for industries classified in ISIC major division D. Machinery and transport
equipment correspond to ISIC divisions 29, 30, 32, 34, and 35.\",\"sourceOrganization\":\"United
Nations Industrial Development Organization, International Yearbook of Industrial
Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NV.MNF.OTHR.ZS.UN\",\"name\":\"Other
manufacturing (% of value added in manufacturing)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Value added in manufacturing is
the sum of gross output less the value of intermediate inputs used in production
for industries classified in ISIC major division D. Other manufacturing, a
residual, covers wood and related products (ISIC division 20), paper and related
products (ISIC divisions 21 and 22), petroleum and related products (ISIC
division 23), basic metals and mineral products (ISIC division27), fabricated
metal products and professional goods (ISIC division 28), and other industries
(ISIC divisions 25, 26, 31, 33, 36, and 37). Includes unallocated data. When
data for textiles, machinery, or chemicals are shown as not available, they
are included in other manufacturing.\",\"sourceOrganization\":\"United Nations
Industrial Development Organization, International Yearbook of Industrial
Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NV.MNF.TXTL.ZS.UN\",\"name\":\"Textiles
and clothing (% of value added in manufacturing)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Value added in manufacturing is
the sum of gross output less the value of intermediate inputs used in production
for industries classified in ISIC major division D. Textiles and clothing
correspond to ISIC divisions 17-19.\",\"sourceOrganization\":\"United Nations
Industrial Development Organization, International Yearbook of Industrial
Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NV.SRV.ADMN.CD\",\"name\":\"Public
administration and defense, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in public administration
and defense is defined as the value of output of the public administration
and defense industries less the value of intermediate consumption (intermediate
inputs). Public administration and defense is a subset of services (ISIC 75).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.ADMN.CN\",\"name\":\"Public
administration and defense, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in public administration
and defense is defined as the value of output of the public administration
and defense industries less the value of intermediate consumption (intermediate
inputs). Public administration and defense is a subset of services (ISIC 75).
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.ADMN.KN\",\"name\":\"Public
administration and defense, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in public administration
and defense is defined as the value of output of the public administration
and defense industries less the value of intermediate consumption (intermediate
inputs). Public administration and defense is a subset of services (ISIC 75).
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.BNKG.CD\",\"name\":\"Banking,
value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Value added in banking is defined as the value
of output of the banking industry less the value of intermediate consumption
(intermediate inputs). Banking is a subset of services, comprising financial
intermediation (ISIC 65-67). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.BNKG.CN\",\"name\":\"Banking,
value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Value added in banking is defined as the value
of output of the banking industry less the value of intermediate consumption
(intermediate inputs). Banking is a subset of services, comprising financial
intermediation (ISIC 65-67). Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.BNKG.KN\",\"name\":\"Banking,
value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in banking is defined
as the value of output of the banking industry less the value of intermediate
consumption (intermediate inputs). Banking is a subset of services, comprising
financial intermediation (ISIC 65-67). Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DISC.CD\",\"name\":\"Discrepancy
in GDP, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is the discrepancy included
in the value added of services, etc. Covered here are any discrepancies noted
by national compilers as well as discrepancies arising from linking new and
old series in the World Bank data base. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DISC.CN\",\"name\":\"Discrepancy
in GDP, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is the discrepancy included
in the value added of services, etc. Covered here are any discrepancies noted
by national compilers as well as discrepancies arising from linking new and
old series in the World Bank data base. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DISC.KN\",\"name\":\"Discrepancy
in GDP, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is the discrepancy included
in the value added of services, etc. Covered here are any discrepancies noted
by national compilers as well as discrepancies arising from linking new and
old series in the World Bank data base. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DWEL.CD\",\"name\":\"Ownership
of dwellings, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in dwellings is defined
as the imputed value of output of owner occupied dwellings less the value
of intermediate consumption (intermediate inputs). Dwellings is a subset of
services (part of ISIC 70). Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DWEL.CN\",\"name\":\"Ownership
of dwellings, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in dwellings is defined
as the imputed value of output of owner occupied dwellings less the value
of intermediate consumption (intermediate inputs). Dwellings is a subset of
services (part of ISIC 70). Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.DWEL.KN\",\"name\":\"Ownership
of dwellings, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in dwellings is defined
as the imputed value of output of owner occupied dwellings less the value
of intermediate consumption (intermediate inputs). Dwellings is a subset of
services (part of ISIC 70). Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.OTHR.CD\",\"name\":\"Other
services, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in other services is
defined as the value of output of the 'other services' industry less the value
of intermediate consumption (intermediate inputs). Other services is a subset
of services, comprising real estate, renting and business activities (excluding
services of owner occupied dwellings), education, health and social work,
other community, social and personal service activities, private households
with employed persons, and extra territorial organizations (ISIC 70-74, 80-99).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.OTHR.CN\",\"name\":\"Other
services, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in other services is
defined as the value of output of the 'other services' industry less the value
of intermediate consumption (intermediate inputs). Other services is a subset
of services, comprising real estate, renting and business activities (excluding
services of owner occupied dwellings), education, health and social work,
other community, social and personal service activities, private households
with employed persons, and extra territorial organizations (ISIC 70-74, 80-99).
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.OTHR.KN\",\"name\":\"Other
services, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in other services is
defined as the value of output of the 'other services' industry less the value
of intermediate consumption (intermediate inputs). Other services is a subset
of services, comprising real estate, renting and business activities (excluding
services of owner occupied dwellings), education, health and social work,
other community, social and personal service activities, private households
with employed persons, and extra territorial organizations (ISIC 70-74, 80-99).
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TETC.CD\",\"name\":\"Services,
etc., value added (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions
50-99. They include value added in wholesale and retail trade (including hotels
and restaurants), transport, and government, financial, professional, and
personal services such as education, health care, and real estate services.
Also included are imputed bank service charges, import duties, and any statistical
discrepancies noted by national compilers as well as discrepancies arising
from rescaling. Value added is the net output of a sector after adding up
all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The industrial origin of value added is determined by
the International Standard Industrial Classification (ISIC), revision 3. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TETC.CN\",\"name\":\"Services, etc., value
added (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions 50-99.
They include value added in wholesale and retail trade (including hotels and
restaurants), transport, and government, financial, professional, and personal
services such as education, health care, and real estate services. Also included
are imputed bank service charges, import duties, and any statistical discrepancies
noted by national compilers as well as discrepancies arising from rescaling.
Value added is the net output of a sector after adding up all outputs and
subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The industrial origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TETC.KD\",\"name\":\"Services, etc., value
added (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions 50-99.
They include value added in wholesale and retail trade (including hotels and
restaurants), transport, and government, financial, professional, and personal
services such as education, health care, and real estate services. Also included
are imputed bank service charges, import duties, and any statistical discrepancies
noted by national compilers as well as discrepancies arising from rescaling.
Value added is the net output of a sector after adding up all outputs and
subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The industrial origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Data are in constant
2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TETC.KD.ZG\",\"name\":\"Services, etc., value
added (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Annual growth rate for value added in services
based on constant local currency. Aggregates are based on constant 2010 U.S.
dollars. Services correspond to ISIC divisions 50-99. They include value added
in wholesale and retail trade (including hotels and restaurants), transport,
and government, financial, professional, and personal services such as education,
health care, and real estate services. Also included are imputed bank service
charges, import duties, and any statistical discrepancies noted by national
compilers as well as discrepancies arising from rescaling. Value added is
the net output of a sector after adding up all outputs and subtracting intermediate
inputs. It is calculated without making deductions for depreciation of fabricated
assets or depletion and degradation of natural resources. The industrial origin
of value added is determined by the International Standard Industrial Classification
(ISIC), revision 3.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TETC.KN\",\"name\":\"Services, etc., value
added (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions 50-99.
They include value added in wholesale and retail trade (including hotels and
restaurants), transport, and government, financial, professional, and personal
services such as education, health care, and real estate services. Also included
are imputed bank service charges, import duties, and any statistical discrepancies
noted by national compilers as well as discrepancies arising from rescaling.
Value added is the net output of a sector after adding up all outputs and
subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The industrial origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 3. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TETC.KN.ZG\",\"name\":\"Value added, services
and etc growth rate (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"This is the annual rate of growth of value
added in services. Services correspond to ISIC divisions 50-99. They include
value added in wholesale and retail trade (including hotels and restaurants),
transport, and government, financial, professional, and personal services
such as education, health care, and real estate services. Also included are
imputed bank service charges, import duties, and any statistical discrepancies
noted by national compilers as well as discrepancies arising from rescaling.
Value added is the net output of a sector after adding up all outputs and
subtracting intermediate inputs. It is calculated without making deductions
for depreciation of fabricated assets or depletion and degradation of natural
resources. The industrial origin of value added is determined by the International
Standard Industrial Classification (ISIC), revision 2.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TETC.ZS\",\"name\":\"Services,
etc., value added (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions
50-99 and they include value added in wholesale and retail trade (including
hotels and restaurants), transport, and government, financial, professional,
and personal services such as education, health care, and real estate services.
Also included are imputed bank service charges, import duties, and any statistical
discrepancies noted by national compilers as well as discrepancies arising
from rescaling. Value added is the net output of a sector after adding up
all outputs and subtracting intermediate inputs. It is calculated without
making deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The industrial origin of value added is determined by
the International Standard Industrial Classification (ISIC), revision 3. Note:
For VAB countries, gross value added at factor cost is used as the denominator.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NV.SRV.TOTL.CD\",\"name\":\"Services, value added
(current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Services
correspond to ISIC divisions 50-99. They include value added in wholesale
and retail trade (including hotels and restaurants), transport, and government,
financial, professional, and personal services such as education, health care,
and real estate services. Also included are imputed bank service charges and
import duties. Value added is the net output of a sector after adding up all
outputs and subtracting intermediate inputs. It is calculated without making
deductions for depreciation of fabricated assets or depletion and degradation
of natural resources. The industrial origin of value added is determined by
the International Standard Industrial Classification (ISIC), revision 2. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TOTL.CN\",\"name\":\"Services,
value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions 50-99.
They include value added in wholesale and retail trade (including hotels and
restaurants), transport, and government, financial, professional, and personal
services such as education, health care, and real estate services. Also included
are imputed bank service charges and import duties. Value added is the net
output of a sector after adding up all outputs and subtracting intermediate
inputs. It is calculated without making deductions for depreciation of fabricated
assets or depletion and degradation of natural resources. The industrial origin
of value added is determined by the International Standard Industrial Classification
(ISIC), revision 2. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TOTL.KD\",\"name\":\"Value
added, services (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\u000aValue added (gross) in \u2018Services\u2019
is defined as the value of output of the \u2018Service\u2019 industry less
the value of intermediate consumption (intermediate inputs). \u2018Services\u2019
comprises wholesale and retail trade, hotel and restaurants, transport, storage
and communications, financial intermediation, real estate, renting and business
activities, public administration and defense, education, health and social
work, other community, social and personal service activities, private households
with employed persons, and extra-territorial organizations (ISIC 50-99). Data
are in constant 2000 U.S. dollars.\",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"NV.SRV.TOTL.KN\",\"name\":\"Services,
value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Services correspond to ISIC divisions
50-99. They include value added in wholesale and retail trade (including hotels
and restaurants), transport, and government, financial, professional, and
personal services such as education, health care, and real estate services.
Also included are imputed bank service charges and import duties. Value added
is the net output of a sector after adding up all outputs and subtracting
intermediate inputs. It is calculated without making deductions for depreciation
of fabricated assets or depletion and degradation of natural resources. The
industrial origin of value added is determined by the International Standard
Industrial Classification (ISIC), revision 2. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAD.CD\",\"name\":\"Wholesale
and retail trade, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in trade is defined
as the value of output of the trade industry less the value of intermediate
consumption (intermediate inputs). Trade is a subset of services, comprising
wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are
in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAD.CN\",\"name\":\"Wholesale
and retail trade, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in trade is defined
as the value of output of the trade industry less the value of intermediate
consumption (intermediate inputs). Trade is a subset of services, comprising
wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are
in current local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAD.KN\",\"name\":\"Wholesale
and retail trade, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in trade is defined
as the value of output of the trade industry less the value of intermediate
consumption (intermediate inputs). Trade is a subset of services, comprising
wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are
in constant local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAN.CD\",\"name\":\"Transport,
storage and communication, value added (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in transport is defined
as the value of output of the transport industry less the value of intermediate
consumption (intermediate inputs). Transport is a subset of services, comprising
transport, storage and communications (ISIC 60-64). Data are in current U.S.
dollars.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAN.CN\",\"name\":\"Transport,
storage and communication, value added (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in transport is defined
as the value of output of the transport industry less the value of intermediate
consumption (intermediate inputs). Transport is a subset of services, comprising
transport, storage and communications (ISIC 60-64). Data are in current local
currency.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NV.SRV.TRAN.KN\",\"name\":\"Transport,
storage and communication, value added (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Value added in transport is defined
as the value of output of the transport industry less the value of intermediate
consumption (intermediate inputs). Transport is a subset of services, comprising
transport, storage and communications (ISIC 60-64). Data are in constant local
currency.\",\"sourceOrganization\":\"World Bank national accounts data, and
OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.ADJ.AEDU.CD\",\"name\":\"Adjusted
savings: education expenditure (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Education expenditure refers to
the current operating expenditures in education, including wages and salaries
and excluding capital investments in buildings and equipment.\",\"sourceOrganization\":\"World
Bank staff estimates using data from the United Nations Statistics Division's
Statistical Yearbook, and the UNESCO Institute for Statistics online database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.AEDU.GN.ZS\",\"name\":\"Adjusted
savings: education expenditure (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Education expenditure refers to
the current operating expenditures in education, including wages and salaries
and excluding capital investments in buildings and equipment.\",\"sourceOrganization\":\"World
Bank staff estimates using data from the United Nations Statistics Division's
Statistical Yearbook, and the UNESCO Institute for Statistics online database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DCO2.CD\",\"name\":\"Adjusted
savings: carbon dioxide damage (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide damage is estimated
to be $20 per ton of carbon (the unit damage in 1995 U.S. dollars) times the
number of tons of carbon emitted.\",\"sourceOrganization\":\"World Bank staff
estimates based on Samuel Fankhauser's \\\"Valuing Climate Change: The Economics
of the Greenhouse\\\" (1995).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DCO2.GN.ZS\",\"name\":\"Adjusted
savings: carbon dioxide damage (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Carbon dioxide damage is estimated
to be $20 per ton of carbon (the unit damage in 1995 U.S. dollars) times the
number of tons of carbon emitted.\",\"sourceOrganization\":\"World Bank staff
estimates based on Samuel Fankhauser's \\\"Valuing Climate Change: The Economics
of the Greenhouse\\\" (1995).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DFOR.CD\",\"name\":\"Adjusted
savings: net forest depletion (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net forest depletion is calculated
as the product of unit resource rents and the excess of roundwood harvest
over natural growth.\",\"sourceOrganization\":\"World Bank staff estimates
based on sources and methods in World Bank's \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DFOR.GN.ZS\",\"name\":\"Adjusted
savings: net forest depletion (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net forest depletion is calculated
as the product of unit resource rents and the excess of roundwood harvest
over natural growth.\",\"sourceOrganization\":\"World Bank staff estimates
based on sources and methods in World Bank's \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DKAP.CD\",\"name\":\"Adjusted
savings: consumption of fixed capital (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Consumption of fixed capital represents
the replacement value of capital used up in the process of production.\",\"sourceOrganization\":\"World
Bank staff estimates using data from the United Nations Statistics Division's
National Accounts Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DKAP.GN.ZS\",\"name\":\"Adjusted
savings: consumption of fixed capital (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Consumption of fixed capital represents
the replacement value of capital used up in the process of production.\",\"sourceOrganization\":\"World
Bank staff estimates using data from the United Nations Statistics Division's
National Accounts Statistics.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DMIN.CD\",\"name\":\"Adjusted
savings: mineral depletion (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mineral depletion is the ratio
of the value of the stock of mineral resources to the remaining reserve lifetime
(capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel,
silver, bauxite, and phosphate. \",\"sourceOrganization\":\"World Bank staff
estimates based on sources and methods in World Bank's \\\"The Changing Wealth
of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"5\",\"value\":\"Energy & Mining \"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.ADJ.DMIN.GN.ZS\",\"name\":\"Adjusted savings: mineral depletion
(% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Mineral
depletion is the ratio of the value of the stock of mineral resources to the
remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead,
zinc, iron, copper, nickel, silver, bauxite, and phosphate. \",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DNGY.CD\",\"name\":\"Adjusted
savings: energy depletion (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Energy depletion is the ratio of
the value of the stock of energy resources to the remaining reserve lifetime
(capped at 25 years). It covers coal, crude oil, and natural gas. \",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DNGY.GN.ZS\",\"name\":\"Adjusted
savings: energy depletion (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Energy depletion is the ratio of
the value of the stock of energy resources to the remaining reserve lifetime
(capped at 25 years). It covers coal, crude oil, and natural gas. \",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DPEM.CD\",\"name\":\"Adjusted
savings: particulate emission damage (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Particulate emissions damage is
the damage due to exposure of a country's population to ambient concentrations
of particulates measuring less than 2.5 microns in diameter (PM2.5) as well
as indoor concentrations of air pollution in households cooking with solid
fuels. Damages are calculated as productivity losses in the workforce due
to premature death and illness.\",\"sourceOrganization\":\"Data on health
impacts from exposure to ambient PM2.5 pollution and household air pollution
are from the Global Burden of Disease 2010 study. Data are provided by the
Institute for Health Metrics and Evaluation at the University of Washington.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DPEM.GN.ZS\",\"name\":\"Adjusted
savings: particulate emission damage (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Particulate emissions damage is
the damage due to exposure of a country's population to ambient concentrations
of particulates measuring less than 2.5 microns in diameter (PM2.5) as well
as indoor concentrations of air pollution in households cooking with solid
fuels. Damages are calculated as productivity losses in the workforce due
to premature death and illness.\",\"sourceOrganization\":\"Data on health
impacts from exposure to ambient PM2.5 pollution and household air pollution
are from the Global Burden of Disease 2010 study. Data are provided by the
Institute for Health Metrics and Evaluation at the University of Washington.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.DRES.GN.ZS\",\"name\":\"Adjusted
savings: natural resources depletion (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Natural resource depletion is the
sum of net forest depletion, energy depletion, and mineral depletion. Net
forest depletion is unit resource rents times the excess of roundwood harvest
over natural growth. Energy depletion is the ratio of the value of the stock
of energy resources to the remaining reserve lifetime (capped at 25 years).
It covers coal, crude oil, and natural gas. Mineral depletion is the ratio
of the value of the stock of mineral resources to the remaining reserve lifetime
(capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel,
silver, bauxite, and phosphate.\",\"sourceOrganization\":\"World Bank staff
estimates based on sources and methods in World Bank's \\\"The Changing Wealth
of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"5\",\"value\":\"Energy & Mining \"}]},{\"id\":\"NY.ADJ.ICTR.GN.ZS\",\"name\":\"Adjusted
savings: gross savings (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross savings are the difference
between gross national income and public and private consumption, plus net
current transfers.\",\"sourceOrganization\":\"World Bank national accounts
data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.ADJ.NNAT.CD\",\"name\":\"Adjusted savings: net national
savings (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net national savings are equal to gross national
savings less the value of consumption of fixed capital.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.ADJ.NNAT.GN.ZS\",\"name\":\"Adjusted savings: net national
savings (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Net national savings are equal to gross national
savings less the value of consumption of fixed capital.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"},{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.ADJ.NNTY.CD\",\"name\":\"Adjusted net national income (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Adjusted
net national income is GNI minus consumption of fixed capital and natural
resources depletion.\",\"sourceOrganization\":\"World Bank staff estimates
based on sources and methods in World Bank's \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.ADJ.NNTY.KD\",\"name\":\"Adjusted net national
income (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Adjusted net national income is GNI minus consumption
of fixed capital and natural resources depletion.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.ADJ.NNTY.KD.ZG\",\"name\":\"Adjusted
net national income (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net national income is
GNI minus consumption of fixed capital and natural resources depletion.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.ADJ.NNTY.PC.CD\",\"name\":\"Adjusted
net national income per capita (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net national income is
GNI minus consumption of fixed capital and natural resources depletion.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.ADJ.NNTY.PC.KD\",\"name\":\"Adjusted
net national income per capita (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net national income is
GNI minus consumption of fixed capital and natural resources depletion.\",\"sourceOrganization\":\"NULWorld
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).L\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.ADJ.NNTY.PC.KD.ZG\",\"name\":\"Adjusted
net national income per capita (annual % growth)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net national income is
GNI minus consumption of fixed capital and natural resources depletion.\",\"sourceOrganization\":\"World
Bank staff estimates based on sources and methods in World Bank's \\\"The
Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\"
(2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.ADJ.SVNG.CD\",\"name\":\"Adjusted
net savings, including particulate emission damage (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net savings are equal
to net national savings plus education expenditure and minus energy depletion,
mineral depletion, net forest depletion, and carbon dioxide and particulate
emissions damage.\",\"sourceOrganization\":\"World Bank staff estimates based
on sources and methods in World Bank's \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.SVNG.GN.ZS\",\"name\":\"Adjusted
net savings, including particulate emission damage (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net savings are equal
to net national savings plus education expenditure and minus energy depletion,
mineral depletion, net forest depletion, and carbon dioxide and particulate
emissions damage.\",\"sourceOrganization\":\"World Bank staff estimates based
on sources and methods in World Bank's \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.SVNX.CD\",\"name\":\"Adjusted
net savings, excluding particulate emission damage (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net savings are equal
to net national savings plus education expenditure and minus energy depletion,
mineral depletion, net forest depletion, and carbon dioxide. This series excludes
particulate emissions damage.\",\"sourceOrganization\":\"World Bank staff
estimates based on sources and methods in World Bank's \\\"The Changing Wealth
of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.ADJ.SVNX.GN.ZS\",\"name\":\"Adjusted
net savings, excluding particulate emission damage (% of GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net savings are equal
to net national savings plus education expenditure and minus energy depletion,
mineral depletion, net forest depletion, and carbon dioxide. This series excludes
particulate emissions damage.\",\"sourceOrganization\":\"World Bank staff
estimates based on sources and methods in World Bank's \\\"The Changing Wealth
of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.AGR.SUBS.GD.ZS\",\"name\":\"Agricultural
support estimate (% of GDP)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Agriculture support is the annual monetary
value of all gross transfers from taxpayers and consumers, both domestic and
foreign (in the form of subsidies arising from policy measures that support
agriculture), net of the associated budgetary receipts, regardless of their
objectives and impacts on farm production and income, or consumption of farm
products.\",\"sourceOrganization\":\"Organisation for Economic Co-operation
and Development, Producer and Consumer Support Estimates database. Available
online at www.oecd.org\\/tad\\/support\\/psecse.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"NY.EXP.CAPM.KN\",\"name\":\"Exports as a
capacity to import (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exports as a capacity to import
equals the current price value of exports of goods and services deflated by
the import price index. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"NY.GDP.COAL.RT.ZS\",\"name\":\"Coal
rents (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Coal rents are the difference between the value
of both hard and soft coal production at world prices and their total costs
of production.\",\"sourceOrganization\":\"Estimates based on sources and methods
described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development
in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.GDP.DEFL.KD.ZG\",\"name\":\"Inflation, GDP deflator (annual
%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Inflation
as measured by the annual growth rate of the GDP implicit deflator shows the
rate of price change in the economy as a whole. The GDP implicit deflator
is the ratio of GDP in current local currency to GDP in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.DEFL.ZS\",\"name\":\"GDP deflator (base year
varies by country)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The GDP implicit deflator is the ratio of GDP
in current local currency to GDP in constant local currency. The base year
varies by country.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.DISC.CD\",\"name\":\"Discrepancy in expenditure
estimate of GDP (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This is the discrepancy included
in the \u2018total consumption etc.' This discrepancy is included to ensures
that GDP from the expenditure side equals GDP measured by the income or output
approach. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDP.DISC.CN\",\"name\":\"Discrepancy
in expenditure estimate of GDP (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Discrepancy in expenditure estimate
of GDP is the discrepancy included in final consumption expenditure, etc.
(total consumption, etc.). This discrepancy is included to ensure that GDP
from the expenditure side equals GDP measured by the income or output approach.
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.DISC.KN\",\"name\":\"Discrepancy in expenditure
estimate of GDP (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\" A statistical discrepancy usually
arises when the GDP components are estimated independently by industrial origin
and by expenditure categories. This item represents the discrepancy in the
use of resources (i.e., the estimate of GDP by expenditure categories). Data
are in constant local currency.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.FCST.CD\",\"name\":\"Gross value added at factor
cost (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross value added at factor cost (formerly
GDP at factor cost) is derived as the sum of the value added in the agriculture,
industry and services sectors. If the value added of these sectors is calculated
at purchaser values, gross value added at factor cost is derived by subtracting
net product taxes from GDP. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.FCST.CN\",\"name\":\"Gross value added at factor
cost (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross value added at factor cost (formerly
GDP at factor cost) is derived as the sum of the value added in the agriculture,
industry and services sectors. If the value added of these sectors is calculated
at purchaser values, gross value added at factor cost is derived by subtracting
net product taxes from GDP. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.FCST.KD\",\"name\":\"Gross value added at factor
cost (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross value added at factor cost (formerly
GDP at factor cost) is derived as the sum of the value added in the agriculture,
industry and services sectors. If the value added of these sectors is calculated
at purchaser values, gross value added at factor cost is derived by subtracting
net product taxes from GDP. Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.FCST.KN\",\"name\":\"Gross value added at factor
cost (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross value added at factor cost (formerly
GDP at factor cost) is derived as the sum of the value added in the agriculture,
industry and services sectors. If the value added of these sectors is calculated
at purchaser values, gross value added at factor cost is derived by subtracting
net product taxes from GDP. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.FRST.RT.ZS\",\"name\":\"Forest rents (% of
GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Forest
rents are roundwood harvest times the product of average prices and a region-specific
rental rate.\",\"sourceOrganization\":\"Estimates based on sources and methods
described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development
in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"6\",\"value\":\"Environment
\"}]},{\"id\":\"NY.GDP.MINR.RT.ZS\",\"name\":\"Mineral rents (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mineral rents are the difference
between the value of production for a stock of minerals at world prices and
their total costs of production. Minerals included in the calculation are
tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.\",\"sourceOrganization\":\"Estimates
based on sources and methods described in \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.GDP.MKTP.CD\",\"name\":\"GDP
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GDP
at purchaser's prices is the sum of gross value added by all resident producers
in the economy plus any product taxes and minus any subsidies not included
in the value of the products. It is calculated without making deductions for
depreciation of fabricated assets or for depletion and degradation of natural
resources. Data are in current U.S. dollars. Dollar figures for GDP are converted
from domestic currencies using single year official exchange rates. For a
few countries where the official exchange rate does not reflect the rate effectively
applied to actual foreign exchange transactions, an alternative conversion
factor is used.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.CD.XD\",\"name\":\"GDP deflator, index
(2000=100; US$ series)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The GDP deflator series based upon the U.S.
dollar series is defined as the ratio of the GDP at market prices in current
U.S. dollars) to the GDP at market prices in constant (2000) U.S. dollars.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GDP.MKTP.CN\",\"name\":\"GDP
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GDP
at purchaser's prices is the sum of gross value added by all resident producers
in the economy plus any product taxes and minus any subsidies not included
in the value of the products. It is calculated without making deductions for
depreciation of fabricated assets or for depletion and degradation of natural
resources. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.CN.XD\",\"name\":\"GDP deflator, period
average (LCU index 2000=100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The GDP implicit deflator is the
ratio of GDP in current local currency to GDP in constant local currency.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GDP.MKTP.KD\",\"name\":\"GDP
at market prices (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GDP at purchaser's prices is the
sum of gross value added by all resident producers in the economy plus any
product taxes and minus any subsidies not included in the value of the products.
It is calculated without making deductions for depreciation of fabricated
assets or for depletion and degradation of natural resources. Data are in
constant 2010 U.S. dollars. Dollar figures for GDP are converted from domestic
currencies using 2010 official exchange rates. For a few countries where the
official exchange rate does not reflect the rate effectively applied to actual
foreign exchange transactions, an alternative conversion factor is used.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.KD.ZG\",\"name\":\"GDP growth (annual
%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Annual
percentage growth rate of GDP at market prices based on constant local currency.
Aggregates are based on constant 2010 U.S. dollars. GDP is the sum of gross
value added by all resident producers in the economy plus any product taxes
and minus any subsidies not included in the value of the products. It is calculated
without making deductions for depreciation of fabricated assets or for depletion
and degradation of natural resources.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.KN\",\"name\":\"GDP (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GDP is the sum of gross value added
by all resident producers in the economy plus any product taxes and minus
any subsidies not included in the value of the products. It is calculated
without making deductions for depreciation of fabricated assets or for depletion
and degradation of natural resources. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.PP.CD\",\"name\":\"GDP, PPP (current international
$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"PPP
GDP is gross domestic product converted to international dollars using purchasing
power parity rates. An international dollar has the same purchasing power
over GDP as the U.S. dollar has in the United States. GDP is the sum of gross
value added by all resident producers in the economy plus any product taxes
and minus any subsidies not included in the value of the products. It is calculated
without making deductions for depreciation of fabricated assets or for depletion
and degradation of natural resources. Data are in current international dollars.
For most economies PPP figures are extrapolated from the 2011 International
Comparison Program (ICP) benchmark estimates or imputed using a statistical
model based on the 2011 ICP. For 47 high- and upper middle-income economies
conversion factors are provided by Eurostat and the Organisation for Economic
Co-operation and Development (OECD).\",\"sourceOrganization\":\"World Bank,
International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.PP.KD\",\"name\":\"GDP, PPP (constant
2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"PPP GDP is gross domestic product converted
to international dollars using purchasing power parity rates. An international
dollar has the same purchasing power over GDP as the U.S. dollar has in the
United States. GDP is the sum of gross value added by all resident producers
in the economy plus any product taxes and minus any subsidies not included
in the value of the products. It is calculated without making deductions for
depreciation of fabricated assets or for depletion and degradation of natural
resources. Data are in constant 2011 international dollars.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.MKTP.XU.E\",\"name\":\"GDP deflator, end period
(base year varies by country)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The GDP implicit deflator is the
ratio of GDP in current local currency to GDP in constant local currency.
The base year varies by country.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDP.NGAS.RT.ZS\",\"name\":\"Natural
gas rents (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Natural gas rents are the difference between
the value of natural gas production at world prices and total costs of production.\",\"sourceOrganization\":\"Estimates
based on sources and methods described in \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.GDP.PCAP.CD\",\"name\":\"GDP
per capita (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"GDP per capita is gross domestic product divided
by midyear population. GDP is the sum of gross value added by all resident
producers in the economy plus any product taxes and minus any subsidies not
included in the value of the products. It is calculated without making deductions
for depreciation of fabricated assets or for depletion and degradation of
natural resources. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.CN\",\"name\":\"GDP per capita (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GDP
per capita is gross domestic product divided by midyear population. GDP is
the sum of gross value added by all resident producers in the economy plus
any product taxes and minus any subsidies not included in the value of the
products. It is calculated without making deductions for depreciation of fabricated
assets or for depletion and degradation of natural resources. Data are in
current local currency.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.KD\",\"name\":\"GDP per capita (constant
2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GDP
per capita is gross domestic product divided by midyear population. GDP is
the sum of gross value added by all resident producers in the economy plus
any product taxes and minus any subsidies not included in the value of the
products. It is calculated without making deductions for depreciation of fabricated
assets or for depletion and degradation of natural resources. Data are in
constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.KD.ZG\",\"name\":\"GDP per capita growth
(annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Annual
percentage growth rate of GDP per capita based on constant local currency.
Aggregates are based on constant 2010 U.S. dollars. GDP per capita is gross
domestic product divided by midyear population. GDP at purchaser's prices
is the sum of gross value added by all resident producers in the economy plus
any product taxes and minus any subsidies not included in the value of the
products. It is calculated without making deductions for depreciation of fabricated
assets or for depletion and degradation of natural resources.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.KN\",\"name\":\"GDP per capita (constant
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GDP
per capita is gross domestic product divided by midyear population. GDP at
purchaser's prices is the sum of gross value added by all resident producers
in the economy plus any product taxes and minus any subsidies not included
in the value of the products. It is calculated without making deductions for
depreciation of fabricated assets or for depletion and degradation of natural
resources. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.PP.CD\",\"name\":\"GDP per capita, PPP
(current international $)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"GDP per capita based on purchasing power parity
(PPP). PPP GDP is gross domestic product converted to international dollars
using purchasing power parity rates. An international dollar has the same
purchasing power over GDP as the U.S. dollar has in the United States. GDP
at purchaser's prices is the sum of gross value added by all resident producers
in the economy plus any product taxes and minus any subsidies not included
in the value of the products. It is calculated without making deductions for
depreciation of fabricated assets or for depletion and degradation of natural
resources. Data are in current international dollars based on the 2011 ICP
round.\",\"sourceOrganization\":\"World Bank, International Comparison Program
database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.GDP.PCAP.PP.KD\",\"name\":\"GDP
per capita, PPP (constant 2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GDP per capita based on purchasing
power parity (PPP). PPP GDP is gross domestic product converted to international
dollars using purchasing power parity rates. An international dollar has the
same purchasing power over GDP as the U.S. dollar has in the United States.
GDP at purchaser's prices is the sum of gross value added by all resident
producers in the economy plus any product taxes and minus any subsidies not
included in the value of the products. It is calculated without making deductions
for depreciation of fabricated assets or for depletion and degradation of
natural resources. Data are in constant 2011 international dollars.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDP.PCAP.PP.KD.ZG\",\"name\":\"GDP per capita,
PPP annual growth (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Annual percentage growth rate of GDP per capita
based on purchasing power parity (PPP). GDP per capita based on purchasing
power parity (PPP). PPP GDP is gross domestic product converted to international
dollars using purchasing power parity rates. An international dollar has the
same purchasing power over GDP as the U.S. dollar has in the United States.
GDP at purchaser's prices is the sum of gross value added by all resident
producers in the economy plus any product taxes and minus any subsidies not
included in the value of the products. It is calculated without making deductions
for depreciation of fabricated assets or for depletion and degradation of
natural resources. Data are in constant 2000 international dollars. \",\"sourceOrganization\":\"\\\"World
Bank, International Comparison Programme database.\\u000d\\\"\",\"topics\":[]},{\"id\":\"NY.GDP.PETR.RT.ZS\",\"name\":\"Oil
rents (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Oil rents are the difference between the value
of crude oil production at world prices and total costs of production.\",\"sourceOrganization\":\"Estimates
based on sources and methods described in \\\"The Changing Wealth of Nations:
Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.GDP.TOTL.RT.ZS\",\"name\":\"Total
natural resources rents (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total natural resources rents are
the sum of oil rents, natural gas rents, coal rents (hard and soft), mineral
rents, and forest rents.\",\"sourceOrganization\":\"Estimates based on sources
and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable
Development in the New Millennium\\\" (World Bank, 2011).\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"6\",\"value\":\"Environment \"}]},{\"id\":\"NY.GDS.PRVT.CD\",\"name\":\"Gross
domestic savings, private (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic
saving is derived as value added in private sector at factor cost less private
consumption, etc. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GDS.PRVT.CN\",\"name\":\"Gross
domestic savings, private (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic
saving is derived as value added in private sector at factor cost less private
consumption, etc. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDS.PRVT.KN\",\"name\":\"Gross
domestic savings, private (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Private sector\u2019s gross domestic
saving is derived as value added in private sector at factor cost less private
consumption, etc. Data are in constant local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDS.PUBL.CD\",\"name\":\"Gross
domestic savings, public (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
saving is derived as value added in public sector at factor cost plus all
indirect taxes, net less general government consumption expenditure. Data
are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"NY.GDS.PUBL.CN\",\"name\":\"Gross domestic
savings, public (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
saving is derived as value added in public sector at factor cost plus all
indirect taxes, net less general government consumption expenditure. Data
are in current local currency. \",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDS.PUBL.KN\",\"name\":\"Gross
domestic savings, public (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Public sector\u2019s gross domestic
saving is derived as value added in public sector at factor cost plus all
indirect taxes, net less general government consumption expenditure. Data
are in constant local currency. \",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GDS.TOTL.CD\",\"name\":\"Gross
domestic savings (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross domestic savings are calculated
as GDP less final consumption expenditure (total consumption). Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDS.TOTL.CN\",\"name\":\"Gross domestic savings
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
domestic savings are calculated as GDP less final consumption expenditure
(total consumption). Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDS.TOTL.KD\",\"name\":\"Gross domestic savings,
total (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Gross domestic savings are calculated as the
difference between GDP and total consumption. Data are in constant 2000 U.S.
dollars. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GDS.TOTL.ZS\",\"name\":\"Gross
domestic savings (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross domestic savings are calculated as GDP
less final consumption expenditure (total consumption).\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GDY.TOTL.KN\",\"name\":\"Gross domestic income
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
domestic income is derived as the sum of GDP and the terms of trade adjustment.
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.ATLS.CD\",\"name\":\"GNI, Atlas method (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
(formerly GNP) is the sum of value added by all resident producers plus any
product taxes (less subsidies) not included in the valuation of output plus
net receipts of primary income (compensation of employees and property income)
from abroad. Data are in current U.S. dollars. GNI, calculated in national
currency, is usually converted to U.S. dollars at official exchange rates
for comparisons across economies, although an alternative rate is used when
the official exchange rate is judged to diverge by an exceptionally large
margin from the rate actually applied in international transactions. To smooth
fluctuations in prices and exchange rates, a special Atlas method of conversion
is used by the World Bank. This applies a conversion factor that averages
the exchange rate for a given year and the two preceding years, adjusted for
differences in rates of inflation between the country, and through 2000, the
G-5 countries (France, Germany, Japan, the United Kingdom, and the United
States). From 2001, these countries include the Euro area, Japan, the United
Kingdom, and the United States.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.MKTP.CD\",\"name\":\"GNI (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GNI (formerly GNP) is the sum of
value added by all resident producers plus any product taxes (less subsidies)
not included in the valuation of output plus net receipts of primary income
(compensation of employees and property income) from abroad. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"20\",\"value\":\"External Debt\"}]},{\"id\":\"NY.GNP.MKTP.CN\",\"name\":\"GNI
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
(formerly GNP) is the sum of value added by all resident producers plus any
product taxes (less subsidies) not included in the valuation of output plus
net receipts of primary income (compensation of employees and property income)
from abroad. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.MKTP.KD\",\"name\":\"GNI (constant 2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GNI (formerly GNP) is the sum of
value added by all resident producers plus any product taxes (less subsidies)
not included in the valuation of output plus net receipts of primary income
(compensation of employees and property income) from abroad. Data are in constant
2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.MKTP.KD.ZG\",\"name\":\"GNI growth (annual
%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
(formerly GNP) is the sum of value added by all resident producers plus any
product taxes (less subsidies) not included in the valuation of output plus
net receipts of primary income (compensation of employees and property income)
from abroad.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.MKTP.KN\",\"name\":\"GNI (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GNI (formerly GNP) is the sum of
value added by all resident producers plus any product taxes (less subsidies)
not included in the valuation of output plus net receipts of primary income
(compensation of employees and property income) from abroad. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.MKTP.PC.CD\",\"name\":\"GNI per capita (current
US$)\",\"source\":{\"id\":\"46\",\"value\":\"Sustainable Development Goals
\"},\"sourceNote\":\"GNI per capita is gross national income divided by midyear
population. GNI (formerly GNP) is the sum of value added by all resident producers
plus any product taxes (less subsidies) not included in the valuation of output
plus net receipts of primary income (compensation of employees and property
income) from abroad. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GNP.MKTP.PP.CD\",\"name\":\"GNI,
PPP (current international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"PPP GNI (formerly PPP GNP) is gross
national income (GNI) converted to international dollars using purchasing
power parity rates. An international dollar has the same purchasing power
over GNI as a U.S. dollar has in the United States. Gross national income
is the sum of value added by all resident producers plus any product taxes
(less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in current international dollars. For most economies PPP figures
are extrapolated from the 2011 International Comparison Program (ICP) benchmark
estimates or imputed using a statistical model based on the 2011 ICP. For
47 high- and upper middle-income economies conversion factors are provided
by Eurostat and the Organisation for Economic Co-operation and Development
(OECD).\",\"sourceOrganization\":\"World Bank, International Comparison Program
database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"NY.GNP.MKTP.PP.KD\",\"name\":\"GNI,
PPP (constant 2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"PPP GNI (formerly PPP GNP) is gross
national income (GNI) converted to international dollars using purchasing
power parity rates. An international dollar has the same purchasing power
over GNI as a U.S. dollar has in the United States. Gross national income
is the sum of value added by all resident producers plus any product taxes
(less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in constant 2011 international dollars.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.CD\",\"name\":\"GNI per capita, Atlas
method (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"GNI per capita (formerly GNP per capita) is
the gross national income, converted to U.S. dollars using the World Bank
Atlas method, divided by the midyear population. GNI is the sum of value added
by all resident producers plus any product taxes (less subsidies) not included
in the valuation of output plus net receipts of primary income (compensation
of employees and property income) from abroad. GNI, calculated in national
currency, is usually converted to U.S. dollars at official exchange rates
for comparisons across economies, although an alternative rate is used when
the official exchange rate is judged to diverge by an exceptionally large
margin from the rate actually applied in international transactions. To smooth
fluctuations in prices and exchange rates, a special Atlas method of conversion
is used by the World Bank. This applies a conversion factor that averages
the exchange rate for a given year and the two preceding years, adjusted for
differences in rates of inflation between the country, and through 2000, the
G-5 countries (France, Germany, Japan, the United Kingdom, and the United
States). From 2001, these countries include the Euro area, Japan, the United
Kingdom, and the United States.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.CN\",\"name\":\"GNI per capita (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
per capita is gross national income divided by midyear population. GNI (formerly
GNP) is the sum of value added by all resident producers plus any product
taxes (less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.KD\",\"name\":\"GNI per capita (constant
2010 US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
per capita is gross national income divided by midyear population. GNI (formerly
GNP) is the sum of value added by all resident producers plus any product
taxes (less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in constant 2010 U.S. dollars.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.KD.ZG\",\"name\":\"GNI per capita growth
(annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Annual
percentage growth rate of GNI per capita based on constant local currency.
Aggregates are based on constant 2010 U.S. dollars. GNI per capita is gross
national income divided by midyear population. GNI (formerly GNP) is the sum
of value added by all resident producers plus any product taxes (less subsidies)
not included in the valuation of output plus net receipts of primary income
(compensation of employees and property income) from abroad.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.KN\",\"name\":\"GNI per capita (constant
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"GNI
per capita is gross national income divided by midyear population. GNI (formerly
GNP) is the sum of value added by all resident producers plus any product
taxes (less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.PP.CD\",\"name\":\"GNI per capita, PPP
(current international $)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"GNI per capita based on purchasing power parity
(PPP). PPP GNI is gross national income (GNI) converted to international dollars
using purchasing power parity rates. An international dollar has the same
purchasing power over GNI as a U.S. dollar has in the United States. GNI is
the sum of value added by all resident producers plus any product taxes (less
subsidies) not included in the valuation of output plus net receipts of primary
income (compensation of employees and property income) from abroad. Data are
in current international dollars based on the 2011 ICP round.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNP.PCAP.PP.KD\",\"name\":\"GNI per capita, PPP
(constant 2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GNI per capita based on purchasing
power parity (PPP). PPP GNI is gross national income (GNI) converted to international
dollars using purchasing power parity rates. An international dollar has the
same purchasing power over GNI as a U.S. dollar has in the United States.
GNI is the sum of value added by all resident producers plus any product taxes
(less subsidies) not included in the valuation of output plus net receipts
of primary income (compensation of employees and property income) from abroad.
Data are in constant 2011 international dollars.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNS.ICTR.CD\",\"name\":\"Gross savings (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
savings are calculated as gross national income less total consumption, plus
net transfers. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNS.ICTR.CN\",\"name\":\"Gross savings (current
LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
savings are calculated as gross national income less total consumption, plus
net transfers. Data are in current local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNS.ICTR.GN.ZS\",\"name\":\"Gross savings (% of
GNI)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
savings are calculated as gross national income less total consumption, plus
net transfers.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNS.ICTR.KD\",\"name\":\"Gross national savings,
including net current transfers (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross national savings including
net current transfers is equal to gross domestic savings plus net income and
net current transfers from abroad. Data are in constant 2000 U.S. dollars.
\ \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNS.ICTR.KN\",\"name\":\"Gross
national savings, including net current transfers (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross national savings, including
net current transfers is equal to gross domestic savings plus net income and
net current transfers from abroad. Data are in constant local currency. \",\"sourceOrganization\":\"\\\"World
Bank country economists.\\u000d\\\"\",\"topics\":[]},{\"id\":\"NY.GNS.ICTR.ZS\",\"name\":\"Gross
savings (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross savings are calculated as gross national
income less total consumption, plus net transfers.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GNS.PRVT.CD\",\"name\":\"Gross national savings,
private (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Gross saving real in private sector is derived
as gross disposable income REAL in private sector less private consumption
expenditure. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNS.PRVT.CN\",\"name\":\"Gross
national savings, private (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross saving real in private sector
is derived as gross disposable income REAL in private sector less private
consumption expenditure. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GNS.PRVT.KN\",\"name\":\"Gross
national savings, private (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross saving real in private sector
is derived as gross disposable income REAL in private sector less private
consumption expenditure. Data are in constant local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNS.PUBL.CD\",\"name\":\"Gross
national savings, public (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross saving in public sector is
derived as gross disposable income in public sector less government final
consumption expenditure. Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNS.PUBL.CN\",\"name\":\"Gross
national savings, public (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross saving in public sector is
derived as gross disposable income in public sector less government final
consumption expenditure. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GNS.PUBL.KN\",\"name\":\"Gross
national savings, public (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross saving in public sector is
derived as gross disposable income in public sector less government final
consumption expenditure. Data are in constant local currency. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNY.TOTL.CN\",\"name\":\"Gross
national disposable income (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross national income is derived
as the sum of GNP and the terms of trade adjustment. Data are in current local
currency. \",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.GNY.TOTL.KD\",\"name\":\"Gross
national income (constant 2000 US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross national income is derived
as the sum of GNP and the terms of trade adjustment. Data are in constant
2000 U.S. dollars. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"NY.GNY.TOTL.KN\",\"name\":\"Gross
national income (constant LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Gross national income is derived
as the sum of GNP and the terms of trade adjustment. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GSR.NFCY.CD\",\"name\":\"Net income from abroad
(current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
income includes the net labor income and net property and entrepreneurial
income components of the SNA. Labor income covers compensation of employees
paid to nonresident workers. Property and entrepreneurial income covers investment
income from the ownership of foreign financial claims (interest, dividends,
rent, etc.) and nonfinancial property income (patents, copyrights, etc.).
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GSR.NFCY.CN\",\"name\":\"Net income from abroad
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
income includes the net labor income and net property and entrepreneurial
income components of the SNA. Labor income covers compensation of employees
paid to nonresident workers. Property and entrepreneurial income covers investment
income from the ownership of foreign financial claims (interest, dividends,
rent, etc.) and nonfinancial property income (patents, copyrights, etc.).
Data are in current local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.GSR.NFCY.KN\",\"name\":\"Net income from abroad
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
income includes the net labor income and net property and entrepreneurial
income components of the SNA. Labor income covers compensation of employees
paid to nonresident workers. Property and entrepreneurial income covers investment
income from the ownership of foreign financial claims (interest, dividends,
rent, etc.) and nonfinancial property income (patents, copyrights, etc.).
Data are in constant local currency.\",\"sourceOrganization\":\"World Bank
national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TAX.IDRT.CD\",\"name\":\"Indirect taxes (current
US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Taxes
are compulsory, unrequited payments made by institutional units to government
units. Indirect taxes consists of \u2018taxes on products\u2019 payable on
goods and services when they are produced, delivered, sold, transferred or
otherwise disposed by their producers, plus \u2018other taxes on production\u2019.
Data are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"NY.TAX.IDRT.CN\",\"name\":\"Indirect
taxes (current LCU)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Taxes are compulsory, unrequited payments made
by institutional units to government units. Indirect taxes consists of \u2018taxes
on products\u2019 payable on goods and services when they are produced, delivered,
sold, transferred or otherwise disposed by their producers, plus \u2018other
taxes on production\u2019. Data are in current local currency. \",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.TAX.NIND.CD\",\"name\":\"Net
taxes on products (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net taxes on products (net indirect
taxes) are the sum of product taxes less subsidies. Product taxes are those
taxes payable by producers that relate to the production, sale, purchase or
use of the goods and services. Subsidies are grants on the current account
made by general government to private enterprises and unincorporated public
enterprises. The grants may take the form of payments to ensure a guaranteed
price or to enable maintenance of prices of goods and services below costs
of production, and other forms of assistance to producers. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TAX.NIND.CN\",\"name\":\"Net taxes on products
(current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
taxes on products (net indirect taxes) are the sum of product taxes less subsidies.
Product taxes are those taxes payable by producers that relate to the production,
sale, purchase or use of the goods and services. Subsidies are grants on the
current account made by general government to private enterprises and unincorporated
public enterprises. The grants may take the form of payments to ensure a guaranteed
price or to enable maintenance of prices of goods and services below costs
of production, and other forms of assistance to producers. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TAX.NIND.KN\",\"name\":\"Net taxes on products
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
taxes on products (net indirect taxes) are the sum of product taxes less subsidies.
Product taxes are those taxes payable by producers that relate to the production,
sale, purchase or use of the goods and services. Subsidies are grants on the
current account made by general government to private enterprises and unincorporated
public enterprises. The grants may take the form of payments to ensure a guaranteed
price or to enable maintenance of prices of goods and services below costs
of production, and other forms of assistance to producers. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TAX.SUBS.CD\",\"name\":\"Subsidies (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"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 \u2018subsidies on products\u2019, subsidies payable per unit of a good
or a service, and \u2018other subsidies on production\u2019, which cover all
other subsidies enterprises receives as a consequence of engaging in production.
Data are in current U.S. dollars. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"NY.TAX.SUBS.CN\",\"name\":\"Subsidies
(current LCU; from SNA)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"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 \u2018subsidies
on products\u2019, subsidies payable per unit of a good or a service, and
\u2018other subsidies on production\u2019, which cover all other subsidies
enterprises receives as a consequence of engaging in production. Data are
in current local currency. \",\"sourceOrganization\":\"World Bank national
accounts data, and OECD National Accounts data files.\",\"topics\":[]},{\"id\":\"NY.TRF.NCTR.CD\",\"name\":\"Net
current transfers from abroad (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Current transfers comprise transfers
of income between residents of the reporting country and the rest of the world
that carry no provisions for repayment. Net current transfers from abroad
is equal to the unrequited transfers of income from nonresidents to residents
minus the unrequited transfers from residents to nonresidents. Data are in
current U.S. dollars.\",\"sourceOrganization\":\"World Bank national accounts
data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TRF.NCTR.CN\",\"name\":\"Net current transfers
from abroad (current LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Current transfers comprise transfers of income
between residents of the reporting country and the rest of the world that
carry no provisions for repayment. Net current transfers from abroad is equal
to the unrequited transfers of income from nonresidents to residents minus
the unrequited transfers from residents to nonresidents. Data are in current
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TRF.NCTR.KN\",\"name\":\"Net current transfers
from abroad (constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Current transfers comprise transfers of income
between residents of the reporting country and the rest of the world that
carry no provisions for repayment. Net current transfers from abroad is equal
to the unrequited transfers of income from nonresidents to residents minus
the unrequited transfers from residents to nonresidents. Data are in constant
local currency.\",\"sourceOrganization\":\"World Bank national accounts data,
and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NY.TTF.GNFS.KN\",\"name\":\"Terms of trade adjustment
(constant LCU)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"The
terms of trade effect equals capacity to import less exports of goods and
services in constant prices. Data are in constant local currency.\",\"sourceOrganization\":\"World
Bank national accounts data, and OECD National Accounts data files.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"NYGDPMKTPKDZ\",\"name\":\"Annual percentage growth
rate of GDP at market prices based on constant 2010 US Dollars.\",\"source\":{\"id\":\"27\",\"value\":\"GEP
Economic Prospects\"},\"sourceNote\":\"GDP is the sum of gross value added
by all resident producers in the economy plus any product taxes and minus
any subsidies not included in the value of the products. It is calculated
without making deductions for depreciation of fabricated assets or for depletion
and degradation of natural resources.\",\"sourceOrganization\":\"The World
Bank\",\"topics\":[]},{\"id\":\"OECD.TSAL.0.E0\",\"name\":\"Annual statutory
teacher salaries in public institutions in USD. Pre-Primary. Starting salary\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Starting salaries refer to the average scheduled
gross salary per year for a full-time teacher with the minimum training necessary
to be fully qualified at the beginning of the teaching career. Salaries are
in equivalent USD converted using PPPs for private consumption. Statutory
salaries refer to scheduled salaries according to official pay scales, while
actual salaries refer to the average annual salary earned by a full-time teacher.
The salaries reported are gross (total sum paid by the employer) less the
employer\u2019s contribution to social security and pension, according to
existing salary scales. Salaries are \u201Cbefore tax\u201D, i.e. before deductions
for income tax. Teachers\u2019 salaries are one component of teachers\u2019
total compensation. Other benefits, such as regional allowances for teaching
in remote areas, family allowances, reduced rates on public transport and
tax allowances on the purchase of cultural materials, may also form part of
teachers\u2019 total remuneration. There are also large differences in taxation
and social-benefits systems in OECD countries. All this should be borne in
mind when comparing statutory salaries across countries. Data after 2009 is
not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.0.E10\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Pre-Primary. 10
years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 10 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 10 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.0.E15\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Pre-Primary. 15
years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 15 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 15 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.0.ETOP\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Pre-Primary. Top
of scale\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Top
of scale salaries reported refer to the scheduled maximum annual salary of
a full-time classroom teacher with the minimum training to be fully qualified
for the job. Salaries are in equivalent USD converted using PPPs for private
consumption. Statutory salaries refer to scheduled salaries according to official
pay scales, while actual salaries refer to the average annual salary earned
by a full-time teacher. The salaries reported are gross (total sum paid by
the employer) less the employer\u2019s contribution to social security and
pension, according to existing salary scales. Salaries are \u201Cbefore tax\u201D,
i.e. before deductions for income tax. Teachers\u2019 salaries are one component
of teachers\u2019 total compensation. Other benefits, such as regional allowances
for teaching in remote areas, family allowances, reduced rates on public transport
and tax allowances on the purchase of cultural materials, may also form part
of teachers\u2019 total remuneration. There are also large differences in
taxation and social-benefits systems in OECD countries. All this should be
borne in mind when comparing statutory salaries across countries. Data after
2009 is not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.1.E0\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Primary. Starting
salary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Starting
salaries refer to the average scheduled gross salary per year for a full-time
teacher with the minimum training necessary to be fully qualified at the beginning
of the teaching career. Salaries are in equivalent USD converted using PPPs
for private consumption. Statutory salaries refer to scheduled salaries according
to official pay scales, while actual salaries refer to the average annual
salary earned by a full-time teacher. The salaries reported are gross (total
sum paid by the employer) less the employer\u2019s contribution to social
security and pension, according to existing salary scales. Salaries are \u201Cbefore
tax\u201D, i.e. before deductions for income tax. Teachers\u2019 salaries
are one component of teachers\u2019 total compensation. Other benefits, such
as regional allowances for teaching in remote areas, family allowances, reduced
rates on public transport and tax allowances on the purchase of cultural materials,
may also form part of teachers\u2019 total remuneration. There are also large
differences in taxation and social-benefits systems in OECD countries. All
this should be borne in mind when comparing statutory salaries across countries.
Data after 2009 is not comparable to data for 2009 and before due to changes
in methodology. For more information, consult the OECD's Education at a Glance
website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.1.E10\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Primary. 10 years
of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 10 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 10 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.1.E15\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Primary. 15 years
of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 15 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 15 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.1.ETOP\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Primary. Top of
scale\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Top
of scale salaries reported refer to the scheduled maximum annual salary of
a full-time classroom teacher with the minimum training to be fully qualified
for the job. Salaries are in equivalent USD converted using PPPs for private
consumption. Statutory salaries refer to scheduled salaries according to official
pay scales, while actual salaries refer to the average annual salary earned
by a full-time teacher. The salaries reported are gross (total sum paid by
the employer) less the employer\u2019s contribution to social security and
pension, according to existing salary scales. Salaries are \u201Cbefore tax\u201D,
i.e. before deductions for income tax. Teachers\u2019 salaries are one component
of teachers\u2019 total compensation. Other benefits, such as regional allowances
for teaching in remote areas, family allowances, reduced rates on public transport
and tax allowances on the purchase of cultural materials, may also form part
of teachers\u2019 total remuneration. There are also large differences in
taxation and social-benefits systems in OECD countries. All this should be
borne in mind when comparing statutory salaries across countries. Data after
2009 is not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.2.E0\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Lower Secondary.
Starting salary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Starting
salaries refer to the average scheduled gross salary per year for a full-time
teacher with the minimum training necessary to be fully qualified at the beginning
of the teaching career. Salaries are in equivalent USD converted using PPPs
for private consumption. Statutory salaries refer to scheduled salaries according
to official pay scales, while actual salaries refer to the average annual
salary earned by a full-time teacher. The salaries reported are gross (total
sum paid by the employer) less the employer\u2019s contribution to social
security and pension, according to existing salary scales. Salaries are \u201Cbefore
tax\u201D, i.e. before deductions for income tax. Teachers\u2019 salaries
are one component of teachers\u2019 total compensation. Other benefits, such
as regional allowances for teaching in remote areas, family allowances, reduced
rates on public transport and tax allowances on the purchase of cultural materials,
may also form part of teachers\u2019 total remuneration. There are also large
differences in taxation and social-benefits systems in OECD countries. All
this should be borne in mind when comparing statutory salaries across countries.
Data after 2009 is not comparable to data for 2009 and before due to changes
in methodology. For more information, consult the OECD's Education at a Glance
website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.2.E10\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Lower Secondary.
10 years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 10 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 10 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.2.E15\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Lower Secondary.
15 years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 15 years of experience refer to the scheduled annual salary of a full-time
classroom teacher with the minimum training necessary to be fully qualified
plus 15 years of experience. Salaries are in equivalent USD converted using
PPPs for private consumption. Statutory salaries refer to scheduled salaries
according to official pay scales, while actual salaries refer to the average
annual salary earned by a full-time teacher. The salaries reported are gross
(total sum paid by the employer) less the employer\u2019s contribution to
social security and pension, according to existing salary scales. Salaries
are \u201Cbefore tax\u201D, i.e. before deductions for income tax. Teachers\u2019
salaries are one component of teachers\u2019 total compensation. Other benefits,
such as regional allowances for teaching in remote areas, family allowances,
reduced rates on public transport and tax allowances on the purchase of cultural
materials, may also form part of teachers\u2019 total remuneration. There
are also large differences in taxation and social-benefits systems in OECD
countries. All this should be borne in mind when comparing statutory salaries
across countries. Data after 2009 is not comparable to data for 2009 and before
due to changes in methodology. For more information, consult the OECD's Education
at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.2.ETOP\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Lower Secondary.
Top of scale\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Top
of scale salaries reported refer to the scheduled maximum annual salary of
a full-time classroom teacher with the minimum training to be fully qualified
for the job. Salaries are in equivalent USD converted using PPPs for private
consumption. Statutory salaries refer to scheduled salaries according to official
pay scales, while actual salaries refer to the average annual salary earned
by a full-time teacher. The salaries reported are gross (total sum paid by
the employer) less the employer\u2019s contribution to social security and
pension, according to existing salary scales. Salaries are \u201Cbefore tax\u201D,
i.e. before deductions for income tax. Teachers\u2019 salaries are one component
of teachers\u2019 total compensation. Other benefits, such as regional allowances
for teaching in remote areas, family allowances, reduced rates on public transport
and tax allowances on the purchase of cultural materials, may also form part
of teachers\u2019 total remuneration. There are also large differences in
taxation and social-benefits systems in OECD countries. All this should be
borne in mind when comparing statutory salaries across countries. Data after
2009 is not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.3.E0\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Upper Secondary.
Starting salary\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Starting
salaries refer to the average scheduled gross salary per year for a full-time
upper secondary teacher (general programs only) with the minimum training
necessary to be fully qualified at the beginning of the teaching career. Salaries
are in equivalent USD converted using PPPs for private consumption. Statutory
salaries refer to scheduled salaries according to official pay scales, while
actual salaries refer to the average annual salary earned by a full-time teacher.
The salaries reported are gross (total sum paid by the employer) less the
employer\u2019s contribution to social security and pension, according to
existing salary scales. Salaries are \u201Cbefore tax\u201D, i.e. before deductions
for income tax. Teachers\u2019 salaries are one component of teachers\u2019
total compensation. Other benefits, such as regional allowances for teaching
in remote areas, family allowances, reduced rates on public transport and
tax allowances on the purchase of cultural materials, may also form part of
teachers\u2019 total remuneration. There are also large differences in taxation
and social-benefits systems in OECD countries. All this should be borne in
mind when comparing statutory salaries across countries. Data after 2009 is
not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.3.E10\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Upper Secondary.
10 years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 10 years of experience refer to the scheduled annual salary of a full-time
upper secondary classroom teacher (general programs only) with the minimum
training necessary to be fully qualified plus 10 years of experience. Salaries
are in equivalent USD converted using PPPs for private consumption. Statutory
salaries refer to scheduled salaries according to official pay scales, while
actual salaries refer to the average annual salary earned by a full-time teacher.
The salaries reported are gross (total sum paid by the employer) less the
employer\u2019s contribution to social security and pension, according to
existing salary scales. Salaries are \u201Cbefore tax\u201D, i.e. before deductions
for income tax. Teachers\u2019 salaries are one component of teachers\u2019
total compensation. Other benefits, such as regional allowances for teaching
in remote areas, family allowances, reduced rates on public transport and
tax allowances on the purchase of cultural materials, may also form part of
teachers\u2019 total remuneration. There are also large differences in taxation
and social-benefits systems in OECD countries. All this should be borne in
mind when comparing statutory salaries across countries. Data after 2009 is
not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.3.E15\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Upper Secondary.
15 years of experience\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Salaries
after 15 years of experience refer to the scheduled annual salary of a full-time
upper secondary classroom teacher (general programs only) with the minimum
training necessary to be fully qualified plus 15 years of experience. Salaries
are in equivalent USD converted using PPPs for private consumption. Statutory
salaries refer to scheduled salaries according to official pay scales, while
actual salaries refer to the average annual salary earned by a full-time teacher.
The salaries reported are gross (total sum paid by the employer) less the
employer\u2019s contribution to social security and pension, according to
existing salary scales. Salaries are \u201Cbefore tax\u201D, i.e. before deductions
for income tax. Teachers\u2019 salaries are one component of teachers\u2019
total compensation. Other benefits, such as regional allowances for teaching
in remote areas, family allowances, reduced rates on public transport and
tax allowances on the purchase of cultural materials, may also form part of
teachers\u2019 total remuneration. There are also large differences in taxation
and social-benefits systems in OECD countries. All this should be borne in
mind when comparing statutory salaries across countries. Data after 2009 is
not comparable to data for 2009 and before due to changes in methodology.
For more information, consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"OECD.TSAL.3.ETOP\",\"name\":\"Annual
statutory teacher salaries in public institutions in USD. Upper Secondary.
Top of scale\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Top
of scale salaries reported refer to the scheduled maximum annual salary of
a full-time upper secondary classroom teacher (general programs only) with
the minimum training to be fully qualified for the job. Salaries are in equivalent
USD converted using PPPs for private consumption. Statutory salaries refer
to scheduled salaries according to official pay scales, while actual salaries
refer to the average annual salary earned by a full-time teacher. The salaries
reported are gross (total sum paid by the employer) less the employer\u2019s
contribution to social security and pension, according to existing salary
scales. Salaries are \u201Cbefore tax\u201D, i.e. before deductions for income
tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation.
Other benefits, such as regional allowances for teaching in remote areas,
family allowances, reduced rates on public transport and tax allowances on
the purchase of cultural materials, may also form part of teachers\u2019 total
remuneration. There are also large differences in taxation and social-benefits
systems in OECD countries. All this should be borne in mind when comparing
statutory salaries across countries. Data after 2009 is not comparable to
data for 2009 and before due to changes in methodology. For more information,
consult the OECD's Education at a Glance website: http:\\/\\/www.oecd.org\\/edu\\/eag.htm\",\"sourceOrganization\":\"Organisation
for Economic Co-operation and Development (OECD)\",\"topics\":[]},{\"id\":\"Off_shore_financial_centers\",\"name\":\"Countries
categorized as offshore financial centers by the IMF and the Financial Stability
Forum (FSF)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs for Knowledge Platform\"},\"sourceNote\":\"Countries
categorized as offshore financial centers by the IMF and the Financial Stability
Forum (FSF).\",\"sourceOrganization\":\"International Monetary Fund.\",\"topics\":[]},{\"id\":\"ORANGE\",\"name\":\"Oranges,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Oranges (Mediterranean exporters) navel,
EEC indicative import price, c.i.f. Paris\",\"sourceOrganization\":\"INTERFEL,
Fel Actualite hebdo; FRuiTrop; Marche Europeens Des Fruits et Legumes; World
Bank.\",\"topics\":[]},{\"id\":\"PA.NUS.ATLS\",\"name\":\"DEC alternative
conversion factor (LCU per US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The DEC alternative conversion
factor is the underlying annual exchange rate used for the World Bank Atlas
method. As a rule, it is the official exchange rate reported in the IMF's
International Financial Statistics (line rf). Exceptions arise where further
refinements are made by World Bank staff. It is expressed in local currency
units per U.S. dollar.\",\"sourceOrganization\":\"International Monetary Fund,
International Financial Statistics, supplemented by World Bank staff estimates.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"},{\"id\":\"7\",\"value\":\"Financial Sector \"}]},{\"id\":\"PA.NUS.FCRF\",\"name\":\"Official
exchange rate (LCU per US$, period average)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Official exchange rate refers to
the exchange rate determined by national authorities or to the rate determined
in the legally sanctioned exchange market. It is calculated as an annual average
based on monthly averages (local currency units relative to the U.S. dollar).\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"PA.NUS.PPP\",\"name\":\"PPP conversion factor, GDP
(LCU per international $)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Purchasing power parity conversion factor is
the number of units of a country's currency required to buy the same amounts
of goods and services in the domestic market as U.S. dollar would buy in the
United States. This conversion factor is for GDP. For most economies PPP figures
are extrapolated from the 2011 International Comparison Program (ICP) benchmark
estimates or imputed using a statistical model based on the 2011 ICP. For
47 high- and upper middle-income economies conversion factors are provided
by Eurostat and the Organisation for Economic Co-operation and Development
(OECD).\",\"sourceOrganization\":\"World Bank, International Comparison Program
database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"PA.NUS.PPP.05\",\"name\":\"2005
PPP conversion factor, GDP (LCU per international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Purchasing power parity conversion
factor is the number of units of a country's currency required to buy the
same amounts of goods and services in the domestic market as U.S. dollar would
buy in the United States. This conversion factor is for GDP. Historical estimates
are provided for the 2005 benchmark year only. A separate series is available
for extrapolated estimates based on the latest ICP round.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"PA.NUS.PPPC.RF\",\"name\":\"Price level ratio of PPP
conversion factor (GDP) to market exchange rate\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Purchasing power parity conversion
factor is the number of units of a country's currency required to buy the
same amount of goods and services in the domestic market as a U.S. dollar
would buy in the United States. The ratio of PPP conversion factor to market
exchange rate is the result obtained by dividing the PPP conversion factor
by the market exchange rate. The ratio, also referred to as the national price
level, makes it possible to compare the cost of the bundle of goods that make
up gross domestic product (GDP) across countries. It tells how many dollars
are needed to buy a dollar's worth of goods in the country as compared to
the United States. PPP conversion factors are based on the 2011 ICP round.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"PA.NUS.PRVT.PP\",\"name\":\"PPP conversion factor,
private consumption (LCU per international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Purchasing power parity conversion
factor is the number of units of a country's currency required to buy the
same amounts of goods and services in the domestic market as U.S. dollar would
buy in the United States. This conversion factor is for private consumption
(i.e., household final consumption expenditure). For most economies PPP figures
are extrapolated from the 2011 International Comparison Program (ICP) benchmark
estimates or imputed using a statistical model based on the 2011 ICP. For
47 high- and upper middle-income economies conversion factors are provided
by Eurostat and the Organisation for Economic Co-operation and Development
(OECD).\",\"sourceOrganization\":\"World Bank, International Comparison Program
database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy & Growth\"}]},{\"id\":\"PA.NUS.PRVT.PP.05\",\"name\":\"2005
PPP conversion factor, private consumption (LCU per international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Purchasing power parity conversion
factor is the number of units of a country's currency required to buy the
same amounts of goods and services in the domestic market as U.S. dollar would
buy in the United States. This conversion factor is for private consumption
(i.e., household final consumption expenditure). Historical estimates are
provided for the 2005 benchmark year only. A separate series is available
for extrapolated estimates based on the latest ICP round.\",\"sourceOrganization\":\"World
Bank, International Comparison Program database.\",\"topics\":[{\"id\":\"3\",\"value\":\"Economy
& Growth\"}]},{\"id\":\"PALM.LND.DMG\",\"name\":\"Palm Oil Land Area by type
of condition: Damaged (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.IMM\",\"name\":\"Palm
Oil Land Area by type of condition: Immature (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.MTR\",\"name\":\"Palm
Oil Land Area by type of condition: Mature (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.PRVT\",\"name\":\"Palm
Oil Land Area by type of ownership: Private (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.SMHD\",\"name\":\"Palm
Oil Land Area by type of ownership: Smallholder (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.SOE\",\"name\":\"Palm
Oil Land Area by type of ownership: State Owned Enterprise (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.LND.TOTL\",\"name\":\"Palm
Oil Land Area: Total (in Hectares)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.PRD.PRVT\",\"name\":\"Palm
Production by type of ownership: Private (in Tons)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.PRD.SMHD\",\"name\":\"Palm
Production by type of ownership: Smallholder (in Tons)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.PRD.SOE\",\"name\":\"Palm
Production by type of ownership: State Owned Enterprise (in Tons)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.PRD.TOTL\",\"name\":\"Palm
Production: Total (in Tons)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.YLD.PRVT\",\"name\":\"Palm
Oil Yield by type of ownership: Private (in Kg\\/Ha)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.YLD.SMHD\",\"name\":\"Palm
Oil Yield by type of ownership: Smallholder (in Kg\\/Ha)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM.YLD.SOE\",\"name\":\"Palm
Oil Yield by type of ownership: State Owned Enterprise (in Kg\\/Ha)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\",\"topics\":[]},{\"id\":\"PALM_OIL\",\"name\":\"Palm
oil, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Palm oil (Malaysia), 5% bulk,
c.i.f. N. W. Europe\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil World;
US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"PE.NUS.FCAE\",\"name\":\"Official
exchange rate (LCU per US$, end period)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Official exchange rate refers to
the exchange rate determined by national authorities or to the rate determined
in the legally sanctioned exchange market. This series shows the end period
value of local currency units relative to the U.S. dollar.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics.\",\"topics\":[]},{\"id\":\"PER.ADMIN.CAP\",\"name\":\"World
Bank: Share of total capital education expenditures for administration (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.CTL\",\"name\":\"World
Bank: Share of administration expenditures for central government administration
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.GOV\",\"name\":\"World
Bank: Share of administration expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.INTL\",\"name\":\"World
Bank: Share of administration expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.LOCAL\",\"name\":\"World
Bank: Share of administration expenditures for district\\/municipal government
administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.PROV\",\"name\":\"World
Bank: Share of administration expenditures for provincial\\/state government
administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ADMIN.SAL.USD\",\"name\":\"World
Bank: Average salary for administration (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for adult
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.SAL\",\"name\":\"World
Bank: Salaries' share of adult education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for adult education salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.SAL.USD\",\"name\":\"World
Bank: Average annual salary for adult education instructors (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.SOR.GOV\",\"name\":\"World
Bank: Share of adult education expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.SOR.ITL\",\"name\":\"World
Bank: Share of adult education expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.AE.TOT\",\"name\":\"World
Bank: Share of total education expenditure for adult education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CAPITA\",\"name\":\"World
Bank: Per capita education expenditures (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CAPITA.CAP\",\"name\":\"World
Bank: Capital expenditures per capita (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CAPITA.RCT\",\"name\":\"World
Bank: Recurrent expenditures per capita (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CNTRL.GDP\",\"name\":\"World
Bank: Share of GDP for central government expenditures on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONSTRUCT.METER\",\"name\":\"World
Bank: Construction Cost per square meter (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONSTRUCTION\",\"name\":\"World
Bank: Construction Cost per Classroom (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONTRACT.PCTTOT\",\"name\":\"World
Bank: Share of total education expenditures for contract teachers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONTRACT.SAL\",\"name\":\"World
Bank: Contract Teachers, Annual Salary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONTRACT.TOT\",\"name\":\"World
Bank: Contract Teachers, total employed \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CONTRACT.USD\",\"name\":\"World
Bank: Contract Teachers, Total Cost in USD or local currency \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CPL.GDP\",\"name\":\"World
Bank: Public capital expenditure on education as % of GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CPL.INF\",\"name\":\"World
Bank: Total education infrastructure expenditures (local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CPL.TOT\",\"name\":\"World
Bank: Public capital expenditure on education as a % of total capital government
expenditure \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.CPL.USD\",\"name\":\"World
Bank: Total Capital Expenditures on Education (USD Millions or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EDSAL.AVG\",\"name\":\"World
Bank: Ratio of average education sector salary to average national wage \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EFF.TRA\",\"name\":\"World
Bank: Share of disbursed transfers that reach schools (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EFF.WI.RCT\",\"name\":\"World
Bank: Wastage Index (%), recurrent education expenditures \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EFF.WI.TOT\",\"name\":\"World
Bank: Wastage Index (%), total education expenditures \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EXE.CPL.GOV\",\"name\":\"World
Bank: Capital education budget execution rate (%), domestically financed \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EXE.CPL.ITL\",\"name\":\"World
Bank: Capital education budget execution rate (%), internationally financed
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.EXE.SAL\",\"name\":\"World
Bank: Education salary execution rate (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.GNP\",\"name\":\"World
Bank: Public education expenditures as a % of GNP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.GS.TOT\",\"name\":\"World
Bank: Total education expenditures on goods and services (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.MAINTENANCE\",\"name\":\"World
Bank: Maintenance Cost per school (in USD or in local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.MIN.AD\",\"name\":\"World
Bank: Ministry of Education employees (% administration\\/non-teaching) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.MIN.ED\",\"name\":\"World
Bank: Share of total public sector employees for the education sector (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.MIN.TCH\",\"name\":\"World
Bank: Ministry of Education employees (% teachers) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.NSAL\",\"name\":\"World
Bank: Share of total education expenditures for non-salary items (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.NSAL.RCT\",\"name\":\"World
Bank: Share of total recurrent education expenditures for non-salary items
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.P40\",\"name\":\"World
Bank: Share of total education expenditures for the poorest 40% of students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PNTR\",\"name\":\"World
Bank: Pupil\\/Administration (Non-Teaching) Staff Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PPS\",\"name\":\"World
Bank: Pupils\\/School \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC\",\"name\":\"World
Bank: Expenditures per student per year (local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.JR\",\"name\":\"World
Bank: Expenditures per student per year (local currency), junior secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.PP\",\"name\":\"World
Bank: Expenditures per student per year (local currency), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.PRM\",\"name\":\"World
Bank: Expenditures per student per year (local currency), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.SEC\",\"name\":\"World
Bank: Expenditures per student per year (local currency), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.SR\",\"name\":\"World
Bank: Expenditures per student per year (local currency), senior secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.LOC.TER\",\"name\":\"World
Bank: Expenditures per student per year (local currency), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.RCT.ADMIN\",\"name\":\"World
Bank: Recurrent expenditures per student for administration (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.PVT.SHARE\",\"name\":\"World
Bank: Share of total schools, privately managed (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.NP\",\"name\":\"World
Bank: Share of total education expenditures for non-poor students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.POOR\",\"name\":\"World
Bank: Share of total education expenditures for poor students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.Q1\",\"name\":\"World
Bank: Share of total education expenditures for Quintile 1 (poorest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.Q2\",\"name\":\"World
Bank: Share of total education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.Q3\",\"name\":\"World
Bank: Share of total education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.Q4\",\"name\":\"World
Bank: Share of total education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.QTL.Q5\",\"name\":\"World
Bank: Share of total education expenditures for Quintile 5 (richest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.R40\",\"name\":\"World
Bank: Share of total education expenditures for the richest 40% of students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT\",\"name\":\"World
Bank: Share of total government expenditures (all sectors) for recurrent education
expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.GDP\",\"name\":\"World
Bank: Public recurrent expenditure on education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.GS\",\"name\":\"World
Bank: Share of recurrent expenditures for goods and services (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.SAL\",\"name\":\"World
Bank: Share of recurrent education expenditures for salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.TOT\",\"name\":\"World
Bank: Recurrent share of total education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.TOT.RCT\",\"name\":\"World
Bank: Public recurrent education expenditure as % of total recurrent government
expenditure \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.TSAL\",\"name\":\"World
Bank: Share of recurrent education expenditures for teachers salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.RCT.USD\",\"name\":\"World
Bank: Total Recurrent Expenditures on Education (USD Millions or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL\",\"name\":\"World
Bank: Share of total education expenditures for salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.AVG\",\"name\":\"World
Bank: Ratio of average teacher salary to average national wage \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.GDP\",\"name\":\"World
Bank: Education salary expenditures as a % of GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.GHOST\",\"name\":\"World
Bank: Education salary expenditures as a % of GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.PVT\",\"name\":\"World
Bank: Public\\/Private Teacher Salary Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.TGOV\",\"name\":\"World
Bank: Share of total government salary expenditure for education salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.USD\",\"name\":\"World
Bank: Total Salary Expenditures on Education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SAL.VERT\",\"name\":\"World
Bank: Teacher Salary Vertical Compression Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SFT.D\",\"name\":\"World
Bank: Share of schools with double shifts (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SFT.S\",\"name\":\"World
Bank: Share of schools with single shifts (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SFT.T\",\"name\":\"World
Bank: Share of schools with triple shifts (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.SUB.GDP\",\"name\":\"World
Bank: Share of GDP for subnational government expenditures on education (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TCH.JOB\",\"name\":\"World
Bank: Share of teachers holding more than one job (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TLM.PS\",\"name\":\"World
Bank: Per student expenditure on Teaching\\/learning materials (in USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TSAL\",\"name\":\"World
Bank: Share of total education expenditures for teachers salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TSAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TSAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.GDP\",\"name\":\"World
Bank: Total education expenditure as % of GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.GDP.GOV\",\"name\":\"World
Bank: Total public education expenditure as % of GDP \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.GOV\",\"name\":\"World
Bank: Total public education expenditure, % of government spending \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.LCL\",\"name\":\"World
Bank: Total education expenditure (in local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.NA\",\"name\":\"World
Bank: Share of total education expenditure not allocated by educational level
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ALL.TTL.USD\",\"name\":\"World
Bank: Total education expenditure (in USD millions) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.ADMIN\",\"name\":\"World
Bank: Share of basic education expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.CPL\",\"name\":\"World
Bank: Capital share of basic education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.EFF.SHARE\",\"name\":\"World
Bank: Wastage Index (%), Basic Education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, basic (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.GS.RCT\",\"name\":\"World
Bank: Share of basic education recurrent expenditures for goods and services
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.BOARD\",\"name\":\"World
Bank: Household spending per student on room\\/board for basic education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.Q1\",\"name\":\"World
Bank: Private\\/Household spending on basic education, Quintile 1 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.Q2\",\"name\":\"World
Bank: Private\\/Household spending on basic education, Quintile 2 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.Q3\",\"name\":\"World
Bank: Private\\/Household spending on basic education, Quintile 3 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.Q4\",\"name\":\"World
Bank: Private\\/Household spending on basic education, Quintile 4 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.Q5\",\"name\":\"World
Bank: Private\\/Household spending on basic education, Quintile 5 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.TEXT\",\"name\":\"World
Bank: Household spending per student on textbooks for basic education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.TRNSPT\",\"name\":\"World
Bank: Household spending per student on transportation for basic education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.TUIT\",\"name\":\"World
Bank: Household spending per student on tuition for basic education (USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.HH.UNIF\",\"name\":\"World
Bank: Household spending per student on uniforms\\/clothing for basic education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.INSTRUCT\",\"name\":\"World
Bank: Total instructional hours in basic education (Grades 1-8) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for basic
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PPC\",\"name\":\"World
Bank: Pupils\\/Class, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), basic
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, basic education (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PS.RCT\",\"name\":\"World
Bank: Recurrent expenditures per basic education student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PS.RCT.RATIO\",\"name\":\"World
Bank: Ratio of basic per capita\\/per student recurrent expenditures relative
to primary education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD or local currency), basic
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QLT.Q1\",\"name\":\"World
Bank: Share of basic education expenditures for Quintile 1 (poorest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QLT.Q2\",\"name\":\"World
Bank: Share of basic education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QLT.Q3\",\"name\":\"World
Bank: Share of basic education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QLT.Q4\",\"name\":\"World
Bank: Share of basic education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QLT.Q5\",\"name\":\"World
Bank: Share of basic education expenditures for Quintile 5 (richest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QTL.NP\",\"name\":\"World
Bank: Share of total basic education expenditures for non-poor students (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QTL.POOR\",\"name\":\"World
Bank: Share of total basic education expenditures for poor students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.RCT\",\"name\":\"World
Bank: Recurrent share of basic education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SAL\",\"name\":\"World
Bank: Salaries' share of basic education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for basic education salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SAL.SHARE\",\"name\":\"World
Bank: Share of total salary expenditures for basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for basic education salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.SOR.GOV\",\"name\":\"World
Bank: Share of basic education expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, basic education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TOT\",\"name\":\"World
Bank: Share of total education expenditure for basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TOT.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TOTEXP\",\"name\":\"World
Bank: Total expenditures on basic education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.BAS.TRANSFER.RCT\",\"name\":\"World
Bank: Share of basic education recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EFF.GDP\",\"name\":\"World
Bank: Share of GDP lost through inefficiencies (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EFF.SUB.GDP\",\"name\":\"World
Bank: Share of GDP potentially saved with improved targeting of education
subsidies (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EFF.SUB.USD\",\"name\":\"World
Bank: Total potential savings with improved targeting of government education
subsidies (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EFF.TEACH.GDP\",\"name\":\"World
Bank: Share of GDP potentially saved with improved pupil\\/teacher ratios
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EFF.TEACH.USD\",\"name\":\"World
Bank: Total potential savings with improved pupil\\/teacher ratios (USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EMPOLY.ED\",\"name\":\"World
Bank: Share of total national employment for the education sector (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ETH.PS.MAJ\",\"name\":\"World
Bank: Per student expenditure for majority ethnic group students, primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ETH.PS.MIN\",\"name\":\"World
Bank: Per student expenditure for minority ethnic group students, primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ETH.PTR.MAJ\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio in majority ethnic group schools, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.ETH.PTR.MIN\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio in minority ethnic group schools, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.EXE.GS.TOT\",\"name\":\"World
Bank: Goods and Services Execution Rate (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.FEED.PS.USD\",\"name\":\"World
Bank: Per student cost of school feeding programs (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GEO.PPS.RRL\",\"name\":\"World
Bank: Pupils\\/School in rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GEO.PPS.URB\",\"name\":\"World
Bank: Pupils\\/School in urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GEO.RRL.PS.HH\",\"name\":\"World
Bank: Household spending per student, rural areas (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GEO.URB.PS.HH\",\"name\":\"World
Bank: Household spending per student, urban areas (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GOV.SHARE.TOT\",\"name\":\"World
Bank: Share of total domestically-financed\\/government expenditures for education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.GS.TOT.SHARE\",\"name\":\"World
Bank: Share of total expenditures for goods and services (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.MGT.SHARE\",\"name\":\"World
Bank: Share of total household education spending\\/school fees appropriated
to provincial\\/regional\\/central government levels from the school level
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.P40.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for the poorest 40%
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.Q1.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for Quintile 1 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.Q2.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.Q3.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.Q4.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.Q5.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for Quintile 5 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.R40.SHARE\",\"name\":\"World
Bank: Share of total household education expenditures for the richest 40%
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.HH.SAL.SHARE\",\"name\":\"World
Bank: Share of total household education spending for salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.INTL.COMT.DISP\",\"name\":\"World
Bank: Share of international commitments for education disbursed to government
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.ADMIN\",\"name\":\"World
Bank: Share of junior secondary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.CPL\",\"name\":\"World
Bank: Capital share of junior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.EFF.REP.YEAR\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, junior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.GS.RCT\",\"name\":\"World
Bank: Share of junior secondary recurrent expenditures for goods and services
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for junior
secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PPC\",\"name\":\"World
Bank: Pupils\\/Class, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), junior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, junior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PS.PRIM\",\"name\":\"World
Bank: Ratio of expenditures per student, junior secondary to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PS.RCT\",\"name\":\"World
Bank: Recurrent expenditures per junior secondary student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year in USD, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QLT.Q1\",\"name\":\"World
Bank: Share of junior secondary education expenditures for Quintile 1 (poorest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QLT.Q2\",\"name\":\"World
Bank: Share of junior secondary education expenditures for Quintile 2 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QLT.Q3\",\"name\":\"World
Bank: Share of junior secondary education expenditures for Quintile 3 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QLT.Q4\",\"name\":\"World
Bank: Share of junior secondary education expenditures for Quintile 4 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QLT.Q5\",\"name\":\"World
Bank: Share of junior secondary education expenditures for Quintile 5 (richest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Junior Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Junior Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.RCT\",\"name\":\"World
Bank: Recurrent share of junior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), junior secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL\",\"name\":\"World
Bank: Salaries' share of junior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for junior secondary salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of junior secondary recurrent expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for junior secondary salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary (in USD or local currency), junior secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.SOR.GOV\",\"name\":\"World
Bank: Share of junior secondary education expenditures from government sources
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TCH.HRS\",\"name\":\"World
Bank: Average annual teaching load, junior secondary (hours of instruction
per year) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for junior secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, junior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TOT\",\"name\":\"World
Bank: Share of total education expenditure for junior secondary education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TOTEXP\",\"name\":\"World
Bank: Total expenditures on junior secondary education (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TRANSFER.PS\",\"name\":\"World
Bank: Per student transfer by central to subnational government, junior secondary
education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.JR.TRANSFER.RCT\",\"name\":\"World
Bank: Share of junior secondary recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.AD.RCT\",\"name\":\"World
Bank: Share of total recurrent education expenditure for administration (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.AD.SAL.SHARE\",\"name\":\"World
Bank: Share of total salary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.AD.TOT\",\"name\":\"World
Bank: Share of total education expenditure for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FEED.GDP\",\"name\":\"World
Bank: School Feeding Programs (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FEED.RCT\",\"name\":\"World
Bank: School Feeding Programs (% of total recurrent expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FEED.TOT\",\"name\":\"World
Bank: School Feeding Programs (% of total education expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FEED.TOT.USD\",\"name\":\"World
Bank: Total expenditures on School Feeding Programs (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.JR\",\"name\":\"World
Bank: Share of recurrent junior secondary expenditures for scholarships (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.LOAN.TER\",\"name\":\"World
Bank: Total Student Loans (USD or local currency). Tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.PRM\",\"name\":\"World
Bank: Share of recurrent primary education expenditures for scholarships (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.RCT\",\"name\":\"World
Bank: Share of recurrent expenditures for scholarships (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.SEC\",\"name\":\"World
Bank: Share of recurrent secondary expenditures for scholarships (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.SR\",\"name\":\"World
Bank: Share of recurrent senior secondary expenditures for scholarships (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TER\",\"name\":\"World
Bank: Share of recurrent tertiary expenditures for scholarships (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TER.TOT\",\"name\":\"World
Bank: Share of total tertiary expenditures for scholarships (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT\",\"name\":\"World
Bank: Share of total education spending for scholarships (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.PRM\",\"name\":\"World
Bank: Total Expenditures on Scholarships\\/Student Financial Assistance (USD
or local currency). Primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.Q1\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for Quintile 1 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.Q2\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.Q3\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.Q4\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.Q5\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for Quintile 5 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.SEC\",\"name\":\"World
Bank: Total Expenditures on Scholarships\\/Student Financial Assistance (USD
or local currency). Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.SR\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for senior secondary (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.TER\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for tertiary education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.TER.LOC\",\"name\":\"World
Bank: Total Expenditures on Scholarships\\/Student Financial Assistance (USD
or local currency). Tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.TOT.VOC\",\"name\":\"World
Bank: Share of scholarships\\/subsidy expenditures for technical\\/vocational
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.USD\",\"name\":\"World
Bank: Total Expenditures on Scholarships\\/Student Financial Assistance (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.FIN.VOC.TOT\",\"name\":\"World
Bank: Share of total technical\\/vocational expenditures for scholarships
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GDR.PRM\",\"name\":\"World
Bank: Expenditures on females (as a % for males), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GDR.SEC\",\"name\":\"World
Bank: Expenditures on females (as a % for males), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GDR.TER\",\"name\":\"World
Bank: Expenditures on females (as a % for males), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GDR.TOT\",\"name\":\"World
Bank: Expenditures on females (as a % for males) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL\",\"name\":\"World
Bank: Share of education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.JR\",\"name\":\"World
Bank: Share of junior secondary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.P40\",\"name\":\"World
Bank: Share of expenditures for the poorest 40%, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PCT\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PP\",\"name\":\"World
Bank: Share of pre-primary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PPC\",\"name\":\"World
Bank: Pupils\\/Class, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PRM\",\"name\":\"World
Bank: Share of primary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PRM.PER\",\"name\":\"World
Bank: Average expenditure per primary student, rural areas (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.R40\",\"name\":\"World
Bank: Share of expenditures for the richest 40%, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.SEC\",\"name\":\"World
Bank: Share of secondary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.SEC.PS\",\"name\":\"World
Bank: Average expenditure per secondary student, rural areas (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.SR\",\"name\":\"World
Bank: Share of senior secondary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.TER\",\"name\":\"World
Bank: Share of tertiary education spending on rural areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RRL.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, rural areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RU.PRM\",\"name\":\"World
Bank: Ratio of rural\\/urban per capita expenditures, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.RU.SEC\",\"name\":\"World
Bank: Ratio of rural\\/urban per capita expenditures, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB\",\"name\":\"World
Bank: Share of education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.JR\",\"name\":\"World
Bank: Share of junior secondary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.P40\",\"name\":\"World
Bank: Share of expenditures for the poorest 40%, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PP\",\"name\":\"World
Bank: Share of pre-primary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PPC\",\"name\":\"World
Bank: Pupils\\/Class, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PRM\",\"name\":\"World
Bank: Share of primary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PRM.PER\",\"name\":\"World
Bank: Average expenditure per primary student, urban areas (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.R40\",\"name\":\"World
Bank: Share of expenditures for the richest 40%, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.SEC\",\"name\":\"World
Bank: Share of secondary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.SEC.PS\",\"name\":\"World
Bank: Average expenditure per secondary student, urban areas (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.SR\",\"name\":\"World
Bank: Share of senior secondary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.TER\",\"name\":\"World
Bank: Share of tertiary education spending on urban areas (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GEO.URB.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, urban areas \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.GOV.PRIV\",\"name\":\"World
Bank: Share of total public education expenditure for private institutions
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.ABS\",\"name\":\"World
Bank: Total education expenditure lost to HIV\\/AIDS related teacher absenteeism
(USD millions) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.OVC.ENR\",\"name\":\"World
Bank: Total cost of enrolling HIV\\/AIDS orphans (in USD millions) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.OVC.PRM\",\"name\":\"World
Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per primary
student (in USD) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.OVC.SEC\",\"name\":\"World
Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per secondary
student (in USD) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.OVC.TOT\",\"name\":\"World
Bank: Total Cash Transfers for Orphans and Vulnerable Children (OVCs) (in
USD) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.SHARE\",\"name\":\"World
Bank: Share of total education expenditures for HIV\\/AIDS interventions (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.TOT\",\"name\":\"World
Bank: Share of total education expenditure lost due to HIV\\/AIDS (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.TT\",\"name\":\"World
Bank: Additional cost of teacher education due to HIV\\/AIDS (USD millions)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.HIV.USD\",\"name\":\"World
Bank: Total education expenditure lost to HIV\\/AIDS (USD millions) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.MAIN.RCT\",\"name\":\"World
Bank: Operations and Maintenance (% of recurrent education expenditure) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.MAIN.TOT\",\"name\":\"World
Bank: Operations and Maintenance (% of total education expenditure) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.PTXT\",\"name\":\"World
Bank: Pupil\\/Textbook Ratio \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.SPECIAL.SHARE\",\"name\":\"World
Bank: Share of total education expenditures for special education\\/disabilities
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TLM\",\"name\":\"World
Bank: Teaching\\/learning materials (% of total education expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TLM.RCT\",\"name\":\"World
Bank: Teaching\\/learning materials (% of total recurrent education expenditures)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.BAS\",\"name\":\"World
Bank: Per student transfer by central to subnational government, basic (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.GDP\",\"name\":\"World
Bank: Central Government Transfers for education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.OVERALL\",\"name\":\"World
Bank: Per student transfer by central to subnational government (USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.PP\",\"name\":\"World
Bank: Per student transfer by central to subnational government, pre-primary
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.PRM\",\"name\":\"World
Bank: Per student transfer by central to subnational government, primary (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.SEC\",\"name\":\"World
Bank: Per student transfer by central to subnational government, secondary
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.TER\",\"name\":\"World
Bank: Per student funding transfer by central government to tertiary institutions
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.TOT\",\"name\":\"World
Bank: Share of total central government transfers for education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.TOT.SHARE\",\"name\":\"World
Bank: Share of total education expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TRA.USD\",\"name\":\"World
Bank: Total Transfers (local currency or USD millions) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TT.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, teacher training to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TT.RCT\",\"name\":\"World
Bank: Teacher Training (% of recurrent education expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TT.TOT\",\"name\":\"World
Bank: Teacher Training (% of total education expenditure) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TXT.RCT\",\"name\":\"World
Bank: Textbooks (% of total recurrent education expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.TXT.TOT\",\"name\":\"World
Bank: Textbooks (% of total education expenditures) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.UTL.RCT\",\"name\":\"World
Bank: Utilities (% of recurrent education expenditure) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.OC.UTL.TOT\",\"name\":\"World
Bank: Utilities (% of total education expenditure) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PER.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.ADMIN\",\"name\":\"World
Bank: Share of pre-primary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.CAP.SHARE\",\"name\":\"World
Bank: Share of total capital education expenditure (%), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.CPL\",\"name\":\"World
Bank: Capital share of pre-primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, pre-primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on pre-primary education (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for pre-primary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PPC\",\"name\":\"World
Bank: Pupils\\/Class, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PRIV\",\"name\":\"World
Bank: Share of pre-primary schools, privately managed (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), pre-primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PS.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, pre-primary to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PS.RCT\",\"name\":\"World
Bank: Recurrent expenditures per pre-primary student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PS.RCT.RATIO\",\"name\":\"World
Bank: Ratio of pre-primary per capita\\/per student recurrent expenditures
relative to primary education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.PVT.FEE\",\"name\":\"World
Bank: Private institution fees, pre-primary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Pre-Primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.Q1\",\"name\":\"World
Bank: Share of pre-primary education expenditures for Quintile 1 (poorest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.Q2\",\"name\":\"World
Bank: Share of pre-primary education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.Q3\",\"name\":\"World
Bank: Share of pre-primary education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.Q4\",\"name\":\"World
Bank: Share of pre-primary education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QLT.Q5\",\"name\":\"World
Bank: Share of pre-primary education expenditures for Quintile 5 (richest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QTL.NP\",\"name\":\"World
Bank: Share of total pre-primary education expenditures for non-poor students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QTL.POOR\",\"name\":\"World
Bank: Share of total pre-primary education expenditures for poor students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Pre-Primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.RCT\",\"name\":\"World
Bank: Recurrent share of pre-primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.SAL\",\"name\":\"World
Bank: Salaries' share of pre-primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for pre-primary salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for pre-primary salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary in USD, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.SOR.GOV\",\"name\":\"World
Bank: Share of pre-primary education expenditures from government sources
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for pre-primary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.TOT\",\"name\":\"World
Bank: Share of total education expenditure for pre-primary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PP.TOTEXP\",\"name\":\"World
Bank: Total expenditures on pre-primary education (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRIV.MANAGE\",\"name\":\"World
Bank: Share of secondary schools, privately managed (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.ADMIN\",\"name\":\"World
Bank: Share of primary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CIVIL.SAL\",\"name\":\"World
Bank: Civil Service Teachers, Annual Salary (in USD or local currency), primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CIVIL.SHARE\",\"name\":\"World
Bank: Civil Service Primary Teachers (% of total primary teachers) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.COM.SAL\",\"name\":\"World
Bank: Community\\/Locally-Hired Teachers, Annual Salary (in USD or local currency),
primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.COM.SHARE\",\"name\":\"World
Bank: Community\\/Locally-Hired Primary Teachers (% of total primary teachers)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CONTRACT\",\"name\":\"World
Bank: Contract\\/Part-Time primary teachers (% of total teachers) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CONTRACT.SAL\",\"name\":\"World
Bank: Contract Teachers, Annual Salary (in USD or local currency), primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CPL\",\"name\":\"World
Bank: Capital share of primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.DS.SHARE\",\"name\":\"World
Bank: Share of schools with double shifts (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.REP.YEAR\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.REP.YEAR.PUB\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, primary
public schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.REP.YEAR.PVT\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, primary
private schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.TCHRSUPPLY\",\"name\":\"World
Bank: Cost Burden of Teacher Oversupply (% of total education expenditures)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.TOT\",\"name\":\"World
Bank: Total Cost of Inefficiencies (USD or local currency), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EFF.WASTAGE\",\"name\":\"World
Bank: Wastage Index (%), Total Primary Expenditures \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EXE.SAL\",\"name\":\"World
Bank: Salary execution rate (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on primary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.GS.RCT\",\"name\":\"World
Bank: Share of primary recurrent expenditures for goods and services (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.BOARD\",\"name\":\"World
Bank: Household spending per student on room\\/board for primary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.FEES.TOT\",\"name\":\"World
Bank: Total household spending on school fees, primary (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.TEXT\",\"name\":\"World
Bank: Household spending per student on textbooks for primary education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.TRNSPT\",\"name\":\"World
Bank: Household spending per student on transportation for primary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.TUIT\",\"name\":\"World
Bank: Household spending per student on tuition for primary education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.HH.UNIF\",\"name\":\"World
Bank: Household spending per student on uniforms\\/clothing for primary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for primary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PNTR\",\"name\":\"World
Bank: Pupil\\/Administration (Non-Teaching) Staff Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PPC\",\"name\":\"World
Bank: Pupils\\/Class, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PPS\",\"name\":\"World
Bank: Pupils\\/School, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PPS.PRIV\",\"name\":\"World
Bank: Pupils\\/Private Primary School \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PPS.PUB\",\"name\":\"World
Bank: Pupils\\/Public Primary School \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PQTR\",\"name\":\"World
Bank: Pupils\\/Certified Teacher Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PRIV.PS\",\"name\":\"World
Bank: Per student expenditures in private primary institutions (in USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, primary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PS.PUB\",\"name\":\"World
Bank: Per student expenditures in public primary institutions (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PTC.CIVIL\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for primary schools with Civil Service Teachers
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PTR.CONTRACT\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for primary schools with Contract Teachers \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PTR.PRIV\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for Private Primary Schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PTR.PUBLIC\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for Public Primary Schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PVT.FEE\",\"name\":\"World
Bank: Private institution fees, primary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.PVT.SHARE\",\"name\":\"World
Bank: Share of primary schools, privately managed (% of total schools) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QLT.Q1\",\"name\":\"World
Bank: Share of primary education expenditures for Quintile 1 (poorest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QLT.Q2\",\"name\":\"World
Bank: Share of primary education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QLT.Q3\",\"name\":\"World
Bank: Share of primary education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QLT.Q4\",\"name\":\"World
Bank: Share of primary education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QLT.Q5\",\"name\":\"World
Bank: Share of primary education expenditures for Quintile 5 (richest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QTL.NP\",\"name\":\"World
Bank: Share of total primary education expenditures for non-poor students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QTL.POOR\",\"name\":\"World
Bank: Share of total primary education expenditures for poor students (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.RCT\",\"name\":\"World
Bank: Recurrent share of primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.RCT.GDP\",\"name\":\"World
Bank: Primary recurrent expenditures as a share of GDP (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.RCT.PS\",\"name\":\"World
Bank: Recurrent expenditures per primary student (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL\",\"name\":\"World
Bank: Salaries' share of primary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.LOC\",\"name\":\"World
Bank: Average Annual Teacher Salary in local currency, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.PS\",\"name\":\"World
Bank: Salary expenditures per primary student (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for primary salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.SHARE\",\"name\":\"World
Bank: Share of total salary expenditures for primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of primary recurrent expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for primary salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary in USD, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TCH.HRS\",\"name\":\"World
Bank: Average annual teaching load, primary (hours of instruction per year)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TCH.JOB\",\"name\":\"World
Bank: Share of primary teachers holding more than one job (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TLM.PS\",\"name\":\"World
Bank: Per student expenditures on Teaching\\/learning materials, primary (in
USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TOT\",\"name\":\"World
Bank: Share of total education expenditure for primary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TOT.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TOTEXP\",\"name\":\"World
Bank: Total expenditures on primary education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TRANSFER.RCT\",\"name\":\"World
Bank: Share of primary recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TS.SHARE\",\"name\":\"World
Bank: Share of schools with triple shifts (%), primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.TTL.GOV\",\"name\":\"World
Bank: Share of total government expenditures (all sectors) for primary education
expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PRM.UTL.SHARE\",\"name\":\"World
Bank: Share of primary expenditures for utilities (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PVT.PRM.TOT\",\"name\":\"World
Bank: Share of total education expenditures for private primary schools (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PVT.SEC.TOT\",\"name\":\"World
Bank: Share of total education expenditures for private secondary schools
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.PVT.TER.TOT\",\"name\":\"World
Bank: Share of total education expenditures for private tertiary institutions
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.RRL.HH.SHARE\",\"name\":\"World
Bank: Share of total household expenditures for education, rural areas (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.RRL.HH.TOTSHARE\",\"name\":\"World
Bank: Share of total household education expenditures from rural areas (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.HOURLY\",\"name\":\"World
Bank: Average hourly wage for teachers (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.HR.WEEK\",\"name\":\"World
Bank: Teachers total working hours per week \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.MOE.MONTH\",\"name\":\"World
Bank: Average monthly education sector salary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.NOT\",\"name\":\"World
Bank: Share of teachers not on the government payroll (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.PRM.WEEK\",\"name\":\"World
Bank: Primary teachers total working hours per week \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.PUB\",\"name\":\"World
Bank: Average teacher salary in public schools (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.SEC.WEEK\",\"name\":\"World
Bank: Secondary teachers total working hours per week \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.TEACH.MONTH.USD\",\"name\":\"World
Bank: Average monthly teacher salary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SAL.TEACH.TOT.USD\",\"name\":\"World
Bank: Total teacher salary expenditures (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.ADMIN\",\"name\":\"World
Bank: Share of secondary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CIVIL.SAL\",\"name\":\"World
Bank: Civil Service Teachers, Annual Salary (in USD or local currency), secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CIVIL.SHARE\",\"name\":\"World
Bank: Civil Service Secondary Teachers (% of total secondary teachers) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.COM.SAL\",\"name\":\"World
Bank: Community\\/Locally-Hired Teachers, Annual Salary (in USD or local currency),
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.COM.SHARE\",\"name\":\"World
Bank: Community\\/Locally-Hired Secondary Teachers (% of total secondary teachers)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CONTRACT\",\"name\":\"World
Bank: Contract\\/Part-Time secondary teachers (% of total teachers) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CONTRACT.SAL\",\"name\":\"World
Bank: Contract Teachers, Annual Salary (in USD or local currency), secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CPL\",\"name\":\"World
Bank: Capital share of secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.DS.SHARE\",\"name\":\"World
Bank: Share of schools with double shifts (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EFF.REP.YEAR\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EFF.REP.YEAR.PUB\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, secondary
public schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EFF.REP.YEAR.PVT\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, secondary
private schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EFF.TOT\",\"name\":\"World
Bank: Total Cost of Inefficiencies (USD or local currency), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EXE.SAL\",\"name\":\"World
Bank: Salary execution rate (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.GS.RCT\",\"name\":\"World
Bank: Share of secondary recurrent expenditures for goods and services (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.HH.BOARD\",\"name\":\"World
Bank: Household spending per student on room\\/board for secondary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.HH.TEXT\",\"name\":\"World
Bank: Household spending per student on textbooks for secondary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.HH.TRNSPT\",\"name\":\"World
Bank: Household spending per student on transportation for secondary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.HH.TUIT\",\"name\":\"World
Bank: Household spending per student on tuition for secondary education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.HH.UNIF\",\"name\":\"World
Bank: Household spending per student on uniforms\\/clothing for secondary
education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for secondary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PPC\",\"name\":\"World
Bank: Pupils\\/Class, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PPS\",\"name\":\"World
Bank: Pupils\\/School, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PPS.PRIV\",\"name\":\"World
Bank: Pupils\\/Private Secondary School \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PPS.PUB\",\"name\":\"World
Bank: Pupils\\/Public Secondary School \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PQTR\",\"name\":\"World
Bank: Pupils\\/Certified Teacher Ratio, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PRIV.PS\",\"name\":\"World
Bank: Per student expenditures in private secondary institutions (in USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PRT.PRIV\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for Private Secondary Schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, secondary to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.PUB\",\"name\":\"World
Bank: Per student expenditures in public secondary institutions (in USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.RCT.RATIO\",\"name\":\"World
Bank: Ratio of secondary per capita\\/per student recurrent expenditures relative
to primary education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.TEXT\",\"name\":\"World
Bank: Per student expenditure on Teaching\\/learning materials, secondary
(in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PTC.CIVIL\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for secondary schools with Civil Service Teachers
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PTR.CONTRACT\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for secondary schools with Contract Teachers \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PTR.PUBLIC\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio for Public Secondary Schools \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.PVT.FEE\",\"name\":\"World
Bank: Private institution fees, secondary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.NP\",\"name\":\"World
Bank: Share of total secondary education expenditures for non-poor students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.POOR\",\"name\":\"World
Bank: Share of total secondary education expenditures for poor students (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.Q1\",\"name\":\"World
Bank: Share of secondary education expenditures for Quintile 1 (poorest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.Q2\",\"name\":\"World
Bank: Share of secondary education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.Q3\",\"name\":\"World
Bank: Share of secondary education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.Q4\",\"name\":\"World
Bank: Share of secondary education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.Q5\",\"name\":\"World
Bank: Share of secondary education expenditures for Quintile 5 (richest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.RCT\",\"name\":\"World
Bank: Recurrent share of secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.RCT.GDP\",\"name\":\"World
Bank: Secondary recurrent expenditures as a share of GDP (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.RCT.PS\",\"name\":\"World
Bank: Recurrent expenditures per secondary student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL\",\"name\":\"World
Bank: Salaries' share of secondary education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.LOC\",\"name\":\"World
Bank: Average Annual Teacher Salary in local currency, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.PS\",\"name\":\"World
Bank: Salary expenditures per secondary student (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for secondary salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.SHARE\",\"name\":\"World
Bank: Share of total salary expenditures for secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of secondary recurrent expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for secondary salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary in USD, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TCH.HRS\",\"name\":\"World
Bank: Average annual teaching load, secondary (hours of instruction per year)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TCH.JOB\",\"name\":\"World
Bank: Share of secondary teachers holding more than one job (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TOT\",\"name\":\"World
Bank: Share of total education expenditure for secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TOT.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TOTEXP\",\"name\":\"World
Bank: Total expenditures on secondary education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TRANSFER.RCT\",\"name\":\"World
Bank: Share of secondary recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SEC.TS.SHARE\",\"name\":\"World
Bank: Share of schools with triple shifts (%), secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.BAS.CTL\",\"name\":\"World
Bank: Share of basic education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.BAS.DIST\",\"name\":\"World
Bank: Share of basic education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.BAS.PROV\",\"name\":\"World
Bank: Share of basic education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.BAS\",\"name\":\"World
Bank: Share of total central government education expenditures for basic education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.CAP\",\"name\":\"World
Bank: Share of central government education expenditures for capital (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.CPL\",\"name\":\"World
Bank: Central government share of education capital expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.JR\",\"name\":\"World
Bank: Share of total central government education expenditures for junior
secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.PP\",\"name\":\"World
Bank: Share of total central government education expenditures for pre-primary
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.PRM\",\"name\":\"World
Bank: Share of total central government education expenditures for primary
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.RCT\",\"name\":\"World
Bank: Central government share of recurrent education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.RCT.SHARE\",\"name\":\"World
Bank: Share of central government education expenditures for recurrent expenditures
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.SAL\",\"name\":\"World
Bank: Central government share of education salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.SAL.SHARE\",\"name\":\"World
Bank: Share of central government education expenditures for salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.SEC\",\"name\":\"World
Bank: Share of total central government education expenditures for secondary
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.SR\",\"name\":\"World
Bank: Share of total central government education expenditures for senior
secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TER\",\"name\":\"World
Bank: Share of total central government education expenditures for tertiary
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT\",\"name\":\"World
Bank: Share of total central government spending for education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.BAS\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.PP\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for pre-primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.PRM\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.SEC\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.TER\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for tertiary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.TOT.VOC\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
for technical\\/vocational education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.CTL.VOC\",\"name\":\"World
Bank: Share of total central government education expenditures for technical\\/vocational
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST\",\"name\":\"World
Bank: Share of total education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.BAS\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for basic education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.CTL\",\"name\":\"World
Bank: Share of total education expenditures disbursed by the central government
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.JR\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for junior secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.LOC\",\"name\":\"World
Bank: Share of total education expenditures disbursed by district\\/municipal
levels of government (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.PP\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for pre-primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.PRM\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.REG\",\"name\":\"World
Bank: Share of total education expenditures disbursed by provincial\\/state
levels of government (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.REV\",\"name\":\"World
Bank: Share of total district\\/municipal government expenditures for the
education sector (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.SEC\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.SR\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for senior secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.SUB\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.TER\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for tertiary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.DIST.VOC\",\"name\":\"World
Bank: Share of total education expenditures disbursed by subnational levels
of government for technical\\/vocational education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.JR\",\"name\":\"World
Bank: Annual school fees per student, junior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.JR.SHARE\",\"name\":\"World
Bank: Share of total junior secondary education expenditures from parental
contributions\\/school fees (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.PP.SHARE\",\"name\":\"World
Bank: Share of total pre-primary education expenditures from parental contributions\\/school
fees (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.PRM\",\"name\":\"World
Bank: Annual school fees per student, primary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.PRM.SHARE\",\"name\":\"World
Bank: Share of total expenditures on primary education recovered from school
fees\\/household contributions (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.SEC\",\"name\":\"World
Bank: Annual school fees per student, secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.SEC.SHARE\",\"name\":\"World
Bank: Share of total expenditures on secondary education recovered from school
fees\\/household expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.SR\",\"name\":\"World
Bank: Annual school fees per student, senior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.SR.SHARE\",\"name\":\"World
Bank: Share of total senior secondary education expenditures from parental
contributions\\/school fees (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.TER\",\"name\":\"World
Bank: Annual tuition fees per student, tertiary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.TER.SHARE\",\"name\":\"World
Bank: Share of total cost of public tertiary education recovered from student
fees (Cost Recovery %) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.FEE.TOT\",\"name\":\"World
Bank: Share of total education revenue from school fees (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.CPL\",\"name\":\"World
Bank: Capital expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.GDP\",\"name\":\"World
Bank: Total education expenditure from public sources (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.PRM\",\"name\":\"World
Bank: Share of primary expenditures from public\\/government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.PS.PRM\",\"name\":\"World
Bank: Government expenditures per primary student (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.PS.SEC\",\"name\":\"World
Bank: Government expenditures per secondary student (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.PS.TER\",\"name\":\"World
Bank: Government expenditures per tertiary student (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.PS.VOC\",\"name\":\"World
Bank: Government expenditures per technical\\/vocational education student
(in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.RCT\",\"name\":\"World
Bank: Recurrent expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.SEC\",\"name\":\"World
Bank: Share of secondary expenditures from public\\/government sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.TER\",\"name\":\"World
Bank: Share of total tertiary education expenditures (% from public sources)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.TOT\",\"name\":\"World
Bank: Share of total education expenditure (% from public sources) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.TOT.CPL\",\"name\":\"World
Bank: Share of total capital expenditure on education (% from public sources)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.TOT.USD\",\"name\":\"World
Bank: Total Expenditures from Public\\/Government Sources (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.GOV.VOC\",\"name\":\"World
Bank: Share of technical\\/vocational expenditures from public\\/government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH\",\"name\":\"World
Bank: Household spending per student (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.BAS\",\"name\":\"World
Bank: Household spending per student, basic (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.JR\",\"name\":\"World
Bank: Household spending per student, junior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.LOC\",\"name\":\"World
Bank: Total household spending on education (local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.P20.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
poorest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.P20.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
poorest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.P20.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
poorest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.P40\",\"name\":\"World
Bank: Private\\/Household spending on education, poorest 40% of students \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.PRM\",\"name\":\"World
Bank: Household spending per student, primary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q1\",\"name\":\"World
Bank: Private\\/Household spending on education, Quintile 1 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q1.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
Quintile 1 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q1.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
Quintile 1 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q1.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
Quintile 1 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q2\",\"name\":\"World
Bank: Private\\/Household spending on education, Quintile 2 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q2.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q2.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q2.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q3\",\"name\":\"World
Bank: Private\\/Household spending on education, Quintile 3 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q3.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q3.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q3.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q4\",\"name\":\"World
Bank: Private\\/Household spending on education, Quintile 4 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q4.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q4.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q4.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q5\",\"name\":\"World
Bank: Private\\/Household spending on education, Quintile 5 \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q5.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
Quintile 5 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q5.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
Quintile 5 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.Q5.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
Quintile 5 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.R20.PRM\",\"name\":\"World
Bank: Share of total Private\\/Household spending on primary education for
richest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.R20.SEC\",\"name\":\"World
Bank: Share of total Private\\/Household spending on secondary education for
richest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.R20.TER\",\"name\":\"World
Bank: Share of total Private\\/Household spending on tertiary education for
richest 20% of students (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.R40\",\"name\":\"World
Bank: Private\\/Household spending on education, richest 40% of students \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.SEC\",\"name\":\"World
Bank: Household spending per student, secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.SR\",\"name\":\"World
Bank: Household spending per student, senior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.TER\",\"name\":\"World
Bank: Household spending per student, tertiary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.TOT\",\"name\":\"World
Bank: Share of total education expenditure (% from parent\\/household contributions)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD\",\"name\":\"World
Bank: Total household spending on education (USD) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.BAS\",\"name\":\"World
Bank: Total household spending on education (USD), basic \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.JR\",\"name\":\"World
Bank: Total household spending on education (USD or local currency), junior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.PP\",\"name\":\"World
Bank: Total household spending on education (USD), pre-primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.PRM\",\"name\":\"World
Bank: Total household spending on education (USD or local currency), primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.SEC\",\"name\":\"World
Bank: Total household spending on education (USD or local currency), secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.SR\",\"name\":\"World
Bank: Total household spending on education (USD or local currency), senior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.HH.USD.TER\",\"name\":\"World
Bank: Total household spending on education (USD), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.BAS\",\"name\":\"World
Bank: Share of basic education expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.CPL\",\"name\":\"World
Bank: Share of total capital education expenditure from international sources
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.GDP\",\"name\":\"World
Bank: Total education expenditures from international sources as a % of GDP
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.JR\",\"name\":\"World
Bank: Share of junior secondary expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.OFF\",\"name\":\"World
Bank: Off-budget international education spending, total (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.PP\",\"name\":\"World
Bank: Share of pre-primary expenditures from international sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.PRM\",\"name\":\"World
Bank: Share of primary expenditures from international sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.RCT\",\"name\":\"World
Bank: Recurrent expenditures from international sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.SEC\",\"name\":\"World
Bank: Share of secondary expenditures from international sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.SR\",\"name\":\"World
Bank: Share of senior secondary expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.TER\",\"name\":\"World
Bank: Share of tertiary expenditures from international sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.TOT\",\"name\":\"World
Bank: Share of total education expenditure from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.USD\",\"name\":\"World
Bank: Total education expenditures from international sources (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.ITL.VOC\",\"name\":\"World
Bank: Share of technical\\/vocational expenditures from international sources
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PP.CTL\",\"name\":\"World
Bank: Share of pre-primary education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PP.DIST\",\"name\":\"World
Bank: Share of pre-primary education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PP.PROV\",\"name\":\"World
Bank: Share of pre-primary education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PRM.CTL\",\"name\":\"World
Bank: Share of primary education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PRM.DIST\",\"name\":\"World
Bank: Share of primary education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PRM.PROV\",\"name\":\"World
Bank: Share of primary education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PROV\",\"name\":\"World
Bank: Share of total education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PROV.REV\",\"name\":\"World
Bank: Share of total provincial\\/state government expenditures for the education
sector (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PRT.SEC\",\"name\":\"World
Bank: Secondary share of total private spending on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.GDP\",\"name\":\"World
Bank: Total private expenditure on education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.GDP.PP\",\"name\":\"World
Bank: Total private expenditure on pre-primary education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.GDP.PRM\",\"name\":\"World
Bank: Total private expenditure on primary education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.GDP.SEC\",\"name\":\"World
Bank: Total private expenditure on secondary education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.GDP.TER\",\"name\":\"World
Bank: Total private expenditure on tertiary education (% of GDP) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.JR\",\"name\":\"World
Bank: Junior secondary share of total private spending on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT\",\"name\":\"World
Bank: Share of household consumption for private expenditures on education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.PRM\",\"name\":\"World
Bank: Share of household consumption for private expenditures on primary education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.Q1\",\"name\":\"World
Bank: Share of Quintile 1 household consumption for private expenditures on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.Q2\",\"name\":\"World
Bank: Share of Quintile 2 household consumption for private expenditures on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.Q3\",\"name\":\"World
Bank: Share of Quintile 3 household consumption for private expenditures on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.Q4\",\"name\":\"World
Bank: Share of Quintile 4 household consumption for private expenditures on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.Q5\",\"name\":\"World
Bank: Share of Quintile 5 household consumption for private expenditures on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.SEC\",\"name\":\"World
Bank: Share of household consumption for private expenditures on secondary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PCT.TER\",\"name\":\"World
Bank: Share of household consumption for private expenditures on tertiary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PP\",\"name\":\"World
Bank: Pre-primary share of total private spending on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.PRM\",\"name\":\"World
Bank: Primary share of total private spending on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.SR\",\"name\":\"World
Bank: Senior secondary share of total private spending on education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.TER\",\"name\":\"World
Bank: Tertiary share of total private\\/household spending on education (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.TOT\",\"name\":\"World
Bank: Share of total education expenditure (% from private sources) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.PVT.VOC\",\"name\":\"World
Bank: Technical\\/Vocational share of total private\\/household spending on
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SEC.CTL\",\"name\":\"World
Bank: Share of secondary education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SEC.DIST\",\"name\":\"World
Bank: Share of secondary education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SEC.PROV\",\"name\":\"World
Bank: Share of secondary education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.BAS\",\"name\":\"World
Bank: Share of subnational education expenditures, basic (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.CAP\",\"name\":\"World
Bank: Share of subnational education expenditures for capital (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.CPL\",\"name\":\"World
Bank: Subnational government share of education capital expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.PP\",\"name\":\"World
Bank: Share of subnational education expenditures, pre-primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.PRM\",\"name\":\"World
Bank: Share of subnational education expenditures, primary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.RCT\",\"name\":\"World
Bank: Subnational government share of recurrent education expenditures (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.RCT.SHARE\",\"name\":\"World
Bank: Share of subnational education expenditures for recurrent expenditures
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.REV\",\"name\":\"World
Bank: Share of total subnational government expenditures for the education
sector (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.SAL\",\"name\":\"World
Bank: Subnational government share of salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.SAL.SHARE\",\"name\":\"World
Bank: Share of subnational education expenditures for salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.SEC\",\"name\":\"World
Bank: Share of subnational education expenditures, secondary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.STAFF\",\"name\":\"World
Bank: Share of total education staff employed at the subnational level (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.TER\",\"name\":\"World
Bank: Share of subnational education expenditures, tertiary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.SUB.VOC\",\"name\":\"World
Bank: Share of subnational education expenditures, technical\\/vocational
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.TER.CTL\",\"name\":\"World
Bank: Share of tertiary education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.TER.DIST\",\"name\":\"World
Bank: Share of tertiary education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.TER.PROV\",\"name\":\"World
Bank: Share of tertiary education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.TOT.CTL\",\"name\":\"World
Bank: Share of total education revenues from central sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.TOT.SUB\",\"name\":\"World
Bank: Share of total education revenues from subnational sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.VOC.CTL\",\"name\":\"World
Bank: Share of vocational education expenditures financed by central government
sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.VOC.DIST\",\"name\":\"World
Bank: Share of vocational education expenditures financed by district\\/municipal
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SOR.VOC.PROV\",\"name\":\"World
Bank: Share of vocational education expenditures financed by provincial\\/state
government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SP.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for special
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SP.SAL\",\"name\":\"World
Bank: Average annual salary for special education teachers (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SP.SOR.GOV\",\"name\":\"World
Bank: Share of special education expenditures from government sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SP.SOR.ITL\",\"name\":\"World
Bank: Share of special education expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.ADMIN\",\"name\":\"World
Bank: Share of senior secondary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.CPL\",\"name\":\"World
Bank: Capital share of senior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.EFF.REP.YEAR\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, senior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.GS.RCT\",\"name\":\"World
Bank: Share of senior secondary recurrent expenditures for goods and services
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for senior
secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PPC\",\"name\":\"World
Bank: Pupils\\/Class, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), senior
secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, senior secondary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PS.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, senior secondary to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PS.RCT\",\"name\":\"World
Bank: Recurrent expenditures per senior secondary student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD), senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QLT.Q1\",\"name\":\"World
Bank: Share of senior secondary education expenditures for Quintile 1 (poorest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QLT.Q2\",\"name\":\"World
Bank: Share of senior secondary education expenditures for Quintile 2 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QLT.Q3\",\"name\":\"World
Bank: Share of senior secondary education expenditures for Quintile 3 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QLT.Q4\",\"name\":\"World
Bank: Share of senior secondary education expenditures for Quintile 4 (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QLT.Q5\",\"name\":\"World
Bank: Share of senior secondary education expenditures for Quintile 5 (richest)
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Senior Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Senior Secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.RCT\",\"name\":\"World
Bank: Recurrent share of senior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), senior secondary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL\",\"name\":\"World
Bank: Salaries' share of senior secondary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for senior secondary salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of senior secondary recurrent expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for senior secondary salaries
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary in USD, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.SOR.GOV\",\"name\":\"World
Bank: Share of senior education expenditures from government sources (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TCH.HRS\",\"name\":\"World
Bank: Average annual teaching load, senior secondary (hours of instruction
per year) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for senior secondary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, senior secondary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TOT\",\"name\":\"World
Bank: Share of total education expenditure for senior secondary education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TOTEXP\",\"name\":\"World
Bank: Total expenditures on senior secondary education (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TRANSFER.PS\",\"name\":\"World
Bank: Per student transfer by central to subnational government, senior secondary
education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SR.TRANSFER.RCT\",\"name\":\"World
Bank: Share of senior secondary recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.DIST.CAP\",\"name\":\"World
Bank: Share of district\\/municipal education expenditures for capital (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.DIST.RCT\",\"name\":\"World
Bank: Share of district\\/municipal education expenditures for recurrent (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.DIST.SAL\",\"name\":\"World
Bank: Share of district\\/municipal education expenditures for salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.PROV.CAP\",\"name\":\"World
Bank: Share of provincial\\/state education expenditures for capital (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.PROV.RCT\",\"name\":\"World
Bank: Share of provincial\\/state education expenditures for recurrent expenditures
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.SUB.PROV.SAL\",\"name\":\"World
Bank: Share of provincial\\/state education expenditures for salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TEACH.RCT.PS\",\"name\":\"World
Bank: Recurrent expenditures per teacher education student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TEACH.SAL.PS\",\"name\":\"World
Bank: Salary expenditures per teacher education student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.ADMIN\",\"name\":\"World
Bank: Share of tertiary expenditures for administration (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.CPL\",\"name\":\"World
Bank: Capital share of tertiary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EFF.REP\",\"name\":\"World
Bank: Repetition\\/Drop-out Inefficiency Cost, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EFF.REP.YEAR\",\"name\":\"World
Bank: Repetition\\/Dropout Inefficiency Annual Resource Input Ratio, tertiary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EXE.SAL\",\"name\":\"World
Bank: Salary execution rate (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, tertiary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.FIN.PS\",\"name\":\"World
Bank: Average scholarship per student, tertiary (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.FIN.STUDENTS\",\"name\":\"World
Bank: Share of tertiary students who receive financial assistance\\/loans
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on tertiary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.GS.RCT\",\"name\":\"World
Bank: Share of tertiary recurrent expenditures for goods and services (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.HH.BOARD\",\"name\":\"World
Bank: Household spending per student on room\\/board for tertiary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.HH.TEXT\",\"name\":\"World
Bank: Household spending per student on textbooks for tertiary education (USD
or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.HH.TRNSPT\",\"name\":\"World
Bank: Household spending per student on transportation for tertiary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.HH.UNIF\",\"name\":\"World
Bank: Household spending per student on uniforms\\/clothing for tertiary education
(USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for tertiary
education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), tertiary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, tertiary education (in USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, tertiary to primary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.RCT.RATIO\",\"name\":\"World
Bank: Ratio of tertiary per capita\\/per student recurrent expenditures relative
to primary education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.TEXT\",\"name\":\"World
Bank: Per student expenditure on teaching\\/learning materials, tertiary (in
USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PVT\",\"name\":\"World
Bank: Share of tertiary institutions, privately managed (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.PVT.FEE\",\"name\":\"World
Bank: Private institution fees, tertiary (in USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.NP\",\"name\":\"World
Bank: Share of total tertiary education expenditures for non-poor students
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.POOR\",\"name\":\"World
Bank: Share of total tertiary education expenditures for poor students (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.Q1\",\"name\":\"World
Bank: Share of tertiary education expenditures for Quintile 1 (poorest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.Q2\",\"name\":\"World
Bank: Share of tertiary education expenditures for Quintile 2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.Q3\",\"name\":\"World
Bank: Share of tertiary education expenditures for Quintile 3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.Q4\",\"name\":\"World
Bank: Share of tertiary education expenditures for Quintile 4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.Q5\",\"name\":\"World
Bank: Share of tertiary education expenditures for Quintile 5 (richest) (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.RCT\",\"name\":\"World
Bank: Recurrent share of tertiary expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.RCT.GDP\",\"name\":\"World
Bank: Tertiary recurrent expenditures as a share of GDP (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.RCT.PS\",\"name\":\"World
Bank: Recurrent expenditures per tertiary student (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL\",\"name\":\"World
Bank: Salaries' share of tertiary education expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.GDP\",\"name\":\"World
Bank: Ratio of Teacher Salaries to per capita GDP, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.PS\",\"name\":\"World
Bank: Salary expenditures per tertiary student (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for tertiary salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.SHARE\",\"name\":\"World
Bank: Share of total salary expenditures for tertiary (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of tertiary recurrent expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.TOT\",\"name\":\"World
Bank: Share of total education expenditures for tertiary salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SAL.USD\",\"name\":\"World
Bank: Average Annual Teacher Salary (in USD or local currency), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.SHARE.PRIV\",\"name\":\"World
Bank: Share of tertiary education expenditures for private institutions (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for tertiary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TEXT.RCT\",\"name\":\"World
Bank: Share of tertiary recurrent expenditures for teaching\\/learning materials
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TEXT.TOT\",\"name\":\"World
Bank: Share of tertiary expenditures for teaching\\/learning materials (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TOT\",\"name\":\"World
Bank: Share of total education expenditure for tertiary education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TOT.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%), tertiary \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TOTEXP\",\"name\":\"World
Bank: Total expenditures on tertiary education (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TER.TRANSFER.RCT\",\"name\":\"World
Bank: Share of tertiary recurrent expenditures for transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TEXT.TOT\",\"name\":\"World
Bank: Textbooks, Total Expenditures in USD or local currency \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TOT.EFF.TOT\",\"name\":\"World
Bank: Total Cost of Inefficiencies (USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.CAP.SHARE\",\"name\":\"World
Bank: Share of total capital education expenditures (%), teacher training
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.EXE.CAP\",\"name\":\"World
Bank: Capital budget execution rate, Teacher Training (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.ITL.SHARE\",\"name\":\"World
Bank: Share of education expenditures from international sources for teacher
training education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.OA.UNQUAL\",\"name\":\"World
Bank: Share of teachers who are uncertified (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.PRM.UNQUAL\",\"name\":\"World
Bank: Share of primary teachers who are uncertified (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), teacher
training \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year in USD, teacher training \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.SEC.UNQUAL\",\"name\":\"World
Bank: Share of secondary teachers who are uncertified (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.SOR.GOV\",\"name\":\"World
Bank: Share of teacher education expenditures from government sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.TT.SOR.ITL\",\"name\":\"World
Bank: Share of teacher education expenditures from international sources (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.URB.HH.SHARE\",\"name\":\"World
Bank: Share of total household expenditures for education, urban areas (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.URB.HH.TOTSHARE\",\"name\":\"World
Bank: Share of total household education expenditures from urban areas (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.ADMIN\",\"name\":\"World
Bank: Share of technical\\/vocational expenditures for administration (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.CPL\",\"name\":\"World
Bank: Capital share of technical\\/vocational expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.CPL.TOT\",\"name\":\"World
Bank: Share of total capital education expenditure (%), technical\\/vocational
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.EXE.CPL\",\"name\":\"World
Bank: Capital education budget execution rate (%), technical\\/vocational
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.EXE.RCT\",\"name\":\"World
Bank: Recurrent education budget execution rate (%), technical\\/vocational
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.EXE.TOT\",\"name\":\"World
Bank: Education budget execution rate, technical\\/vocational (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.FIN.RCT.PCT\",\"name\":\"World
Bank: Share of recurrent technical\\/vocational expenditures for scholarships
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.FIN.STUDENTS\",\"name\":\"World
Bank: Share of Technical\\/Vocational students who received scholarships (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.GDP\",\"name\":\"World
Bank: Share of GDP for education expenditures on technical\\/vocational education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.GS.RCT\",\"name\":\"World
Bank: Share of technical\\/vocational education recurrent expenditures for
goods and services (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.HH.PS\",\"name\":\"World
Bank: Household spending per student on technical\\/vocational education (in
USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PCR\",\"name\":\"World
Bank: Pupil\\/Classroom Ratio, technical\\/vocational education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PPC\",\"name\":\"World
Bank: Pupils\\/Class, technical\\/vocational education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PS.GDP\",\"name\":\"World
Bank: Public education expenditure per student (% of GDP per capita), technical\\/vocational
education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PS.NONSAL\",\"name\":\"World
Bank: Per student non-salary spending, technical\\/vocational education (in
USD or local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PS.PRM\",\"name\":\"World
Bank: Ratio of expenditures per student, technical\\/vocational to primary
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PS.USD\",\"name\":\"World
Bank: Expenditures per student per year (in USD\\/local currency), technical\\/vocational
education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PSTF\",\"name\":\"World
Bank: Pupil\\/Total Staff Ratio, technical\\/vocational education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PTR\",\"name\":\"World
Bank: Pupil\\/Teacher Ratio, technical\\/vocational education \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.PVT.FEE\",\"name\":\"World
Bank: Private institution fees, technical\\/vocational (in USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.P40\",\"name\":\"World
Bank: Share of education expenditures for the poorest 40% of students (%),
Technical\\/Vocational \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.Q1\",\"name\":\"World
Bank: Share of technical\\/vocational education expenditures for Quintile
1 (poorest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.Q2\",\"name\":\"World
Bank: Share of technical\\/vocational education expenditures for Quintile
2 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.Q3\",\"name\":\"World
Bank: Share of technical\\/vocational education expenditures for Quintile
3 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.Q4\",\"name\":\"World
Bank: Share of technical\\/vocational education expenditures for Quintile
4 (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.Q5\",\"name\":\"World
Bank: Share of technical\\/vocational education expenditures for Quintile
5 (richest) (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.QTL.R40\",\"name\":\"World
Bank: Share of education expenditures for the richest 40% of students (%),
Technical\\/Vocational \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.RCT\",\"name\":\"World
Bank: Recurrent share of technical\\/vocational expenditures (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.RCT.PS\",\"name\":\"World
Bank: Recurrent expenditures per technical\\/vocational student (USD or local
currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.RCT.TOT\",\"name\":\"World
Bank: Share of total recurrent education expenditure (%), technical\\/vocational
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.SAL\",\"name\":\"World
Bank: Salaries' share of technical\\/vocational education expenditures (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.SAL.RCT\",\"name\":\"World
Bank: Share of recurrent education expenditures for technical\\/vocational
salaries (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.SAL.SHARE.RCT\",\"name\":\"World
Bank: Salaries' share of technical\\/vocational recurrent expenditures (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.SAL.SHARE.TOT\",\"name\":\"World
Bank: Share of total expenditures for technical\\/vocational salaries (%)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.SAL.USDLOC\",\"name\":\"World
Bank: Annual Teacher Salaries, technical\\/vocational education (in USD or
local currency) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TEACH.SHARE\",\"name\":\"World
Bank: Share of teachers for technical\\/vocational education (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TNR\",\"name\":\"World
Bank: Teaching\\/Non-Teaching Staff Ratio, technical\\/vocational education
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TOT\",\"name\":\"World
Bank: Share of total education expenditure for technical\\/vocational education
(%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TOT.CPL\",\"name\":\"World
Bank: Capital share of total education expenditure (%), technical\\/vocational
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TOTEXP\",\"name\":\"World
Bank: Total expenditures on technical vocational education (USD or local currency)
\ \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
and refer to the document for the selected country. \",\"sourceOrganization\":\"World
Bank Public Expenditure Review Documents\",\"topics\":[]},{\"id\":\"PER.VOC.TRANSFER.RCT\",\"name\":\"World
Bank: Share of technical\\/vocational education recurrent expenditures for
transfers (%) \",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Users should not compare this indicator data
across countries because there is no standard method of calculation for the
indicator in the database. For more information of the indicator data, visit
EdStats website at http:\\/\\/datatopics.worldbank.org\\/education\\/edstatsHome.aspx,
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a share of their total welfare. Welfare is defined as the total income or
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Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q3_urb\",\"name\":\"Average
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q4_preT_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - Active Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q4_rur\",\"name\":\"Average
per capita transfer held by 4th quintile - Active Labor Market -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q4_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - Active Labor Market\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q4_urb\",\"name\":\"Average
per capita transfer held by 4th quintile - Active Labor Market -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q5_preT_tot\",\"name\":\"Average
per capita transfer held by richest quintile - Active Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q5_rur\",\"name\":\"Average
per capita transfer held by richest quintile - Active Labor Market -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q5_tot\",\"name\":\"Average
per capita transfer held by richest quintile - Active Labor Market\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.avt_q5_urb\",\"name\":\"Average
per capita transfer held by richest quintile - Active Labor Market -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
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and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_ep_preT_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - Active Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
extreme poor (those below $125 a day) relative to the total benefits going
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_ep_tot\",\"name\":\"Benefits
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extreme poor (those below $125 a day) relative to the total benefits going
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q1_preT_tot\",\"name\":\"Benefits
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q1_rur\",\"name\":\"Benefits
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second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q2_rur\",\"name\":\"Benefits
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second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q2_urb\",\"name\":\"Benefits
incidence in 2nd quintile (%) - Active Labor Market -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
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second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q3_rur\",\"name\":\"Benefits
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Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q4_rur\",\"name\":\"Benefits
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fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.ben_q4_tot\",\"name\":\"Benefits
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fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q2_preT_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q2_rur\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q2_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q3_preT_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q3_rur\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q3_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q3_urb\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q4_preT_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q4_rur\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q4_tot\",\"name\":\"Coverage
in 4th quintile (%) - Active Labor Market\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q4_urb\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
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Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q5_preT_tot\",\"name\":\"Coverage
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Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q5_rur\",\"name\":\"Coverage
in richest quintile (%) - Active Labor Market -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q5_tot\",\"name\":\"Coverage
in richest quintile (%) - Active Labor Market\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac.cov_q5_urb\",\"name\":\"Coverage
in richest quintile (%) - Active Labor Market -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_ac_gini_ep_preT_tot\",\"name\":\"Gini
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(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Gini
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_gini_ep_tot\",\"name\":\"Gini
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Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
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Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p0_rur\",\"name\":\"Poverty Headcount
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Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p0_tot\",\"name\":\"Poverty Headcount
reduction (%) - Active Labor Market -poorest quintile\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p0_urb\",\"name\":\"Poverty Headcount
reduction (%) - Active Labor Market - poorest quintile -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p1_ep_preT_tot\",\"name\":\"Poverty
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p1_rur\",\"name\":\"Poverty Gap
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p1_tot\",\"name\":\"Poverty Gap
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
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Protection & Labor\"}]},{\"id\":\"per_lm_ac_p1_urb\",\"name\":\"Poverty Gap
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_ep_preT_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - All Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_ep_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - All Labor Market \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_pop_preT_tot\",\"name\":\"Adequacy
of benefits (%) - All Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_pop_rur\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_pop_tot\",\"name\":\"Adequacy
of unemployment benefits and ALMP (% of total welfare of beneficiary households)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adequacy of unemployment benefits
and active labor market programs (ALMP) is measured by the total transfer
amount received by the population participating in unemployment benefits and
active labor market programs as a share of their total welfare. Welfare is
defined as the total income or total expenditure of beneficiary households.
Unemployment benefits and active labor market programs include unemployment
compensation, severance pay, and early retirement due to labor market reasons,
labor market services (intermediation), training (vocational, life skills,
and cash for training), job rotation and job sharing, employment incentives
and wage subsidies, supported employment and rehabilitation, and employment
measures for the disabled. Estimates include both direct and indirect beneficiaries.\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q1_preT_tot\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q2_preT_tot\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q2_rur\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q2_urb\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q3_preT_tot\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q3_rur\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q3_tot\",\"name\":\"Adequacy
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q3_urb\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Labor Market -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q4_preT_tot\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Labor Market (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_lm_alllm.adq_q4_rur\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Labor Market -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
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Protection & Labor\"}]},{\"id\":\"per_pr_dp.adq_q2_tot\",\"name\":\"Adequacy
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of benefits in 3rd quintile (%) - Domestic Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
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Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
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Protection & Labor\"}]},{\"id\":\"per_pr_dp.ben_q3_rur\",\"name\":\"Benefits
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third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.ben_q4_preT_tot\",\"name\":\"Benefits
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Protection & Labor\"}]},{\"id\":\"per_pr_dp.ben_q4_rur\",\"name\":\"Benefits
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fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.ben_q4_urb\",\"name\":\"Benefits
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in 3rd quintile (%) - Domestic Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q4_preT_tot\",\"name\":\"Coverage
in 4th quintile (%) - Domestic Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q4_rur\",\"name\":\"Coverage
in 4th quintile (%) - Domestic Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q4_tot\",\"name\":\"Coverage
in 4th quintile (%) - Domestic Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q4_urb\",\"name\":\"Coverage
in 4th quintile (%) - Domestic Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q5_preT_tot\",\"name\":\"Coverage
in richest quintile (%) - Domestic Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q5_rur\",\"name\":\"Coverage
in richest quintile (%) - Domestic Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q5_tot\",\"name\":\"Coverage
in richest quintile (%) - Domestic Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp.cov_q5_urb\",\"name\":\"Coverage
in richest quintile (%) - Domestic Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of population participating
in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_ep_preT_tot\",\"name\":\"Gini
inequality reduction (%) - Domestic Private Transfers -extreme poor (<$1.25
a day) (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Gini
inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_ep_tot\",\"name\":\"Gini
inequality reduction (%) - Domestic Private Transfers -extreme poor (<$1.25
a day)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Gini
inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_preT_tot\",\"name\":\"Gini
inequality reduction (%) - Domestic Private Transfers -poorest quintile (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_rur\",\"name\":\"Gini inequality
reduction (%) - Domestic Private Transfers -poorest quintile -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_tot\",\"name\":\"Gini inequality
reduction (%) - Domestic Private Transfers -poorest quintile\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_gini_urb\",\"name\":\"Gini inequality
reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Gini inequality index reduction due
to SPL programs as % of pre-transfer Gini index\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_ep_preT_tot\",\"name\":\"Poverty
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a day) (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Poverty
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Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_ep_tot\",\"name\":\"Poverty
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a day)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Poverty
headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_preT_tot\",\"name\":\"Poverty
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Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
programs as % of pre-transfer poverty headcount\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_rur\",\"name\":\"Poverty Headcount
reduction (%) - Domestic Private Transfers -poorest quintile -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
programs as % of pre-transfer poverty headcount\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_tot\",\"name\":\"Poverty Headcount
reduction (%) - Domestic Private Transfers -poorest quintile\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
programs as % of pre-transfer poverty headcount\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p0_urb\",\"name\":\"Poverty Headcount
reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty headcount reduction due to SPL
programs as % of pre-transfer poverty headcount\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p1_ep_preT_tot\",\"name\":\"Poverty
Gap reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day)
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Protection & Labor\"}]},{\"id\":\"per_pr_dp_p1_ep_tot\",\"name\":\"Poverty
Gap reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p1_preT_tot\",\"name\":\"Poverty
Gap reduction (%) - Domestic Private Transfers -poorest quintile (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p1_rur\",\"name\":\"Poverty Gap
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_dp_p1_tot\",\"name\":\"Poverty Gap
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty gap reduction due to SPL programs
as % of pre-transfer poverty gap\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.adq_ep_preT_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - International Private Transfers
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transfer amount received by all beneficiaries in a population group as a share
of the total welfare of beneficiaries in that group\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.adq_ep_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Total transfer amount received by all
beneficiaries in a population group as a share of the total welfare of beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_pr_ip.adq_pop_preT_tot\",\"name\":\"Adequacy
of benefits (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Total transfer amount received by all
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Protection & Labor\"}]},{\"id\":\"per_pr_ip.adq_pop_rur\",\"name\":\"Adequacy
of benefits (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
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of benefits (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
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of benefits (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
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of benefits in 2nd quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
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Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q1_urb\",\"name\":\"Average
per capita transfer held by poorest quintile - International Private Transfers
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q2_preT_tot\",\"name\":\"Average
per capita transfer held by 2nd quintile - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q2_rur\",\"name\":\"Average
per capita transfer held by 2nd quintile - International Private Transfers
-rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q2_tot\",\"name\":\"Average
per capita transfer held by 2nd quintile - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q2_urb\",\"name\":\"Average
per capita transfer held by 2nd quintile - International Private Transfers
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q3_preT_tot\",\"name\":\"Average
per capita transfer held by 3rd quintile - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q3_rur\",\"name\":\"Average
per capita transfer held by 3rd quintile - International Private Transfers
-rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q3_tot\",\"name\":\"Average
per capita transfer held by 3rd quintile - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q3_urb\",\"name\":\"Average
per capita transfer held by 3rd quintile - International Private Transfers
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q4_preT_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q4_rur\",\"name\":\"Average
per capita transfer held by 4th quintile - International Private Transfers
-rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q4_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q4_urb\",\"name\":\"Average
per capita transfer held by 4th quintile - International Private Transfers
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q5_preT_tot\",\"name\":\"Average
per capita transfer held by richest quintile - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q5_rur\",\"name\":\"Average
per capita transfer held by richest quintile - International Private Transfers
-rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q5_tot\",\"name\":\"Average
per capita transfer held by richest quintile - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.avt_q5_urb\",\"name\":\"Average
per capita transfer held by richest quintile - International Private Transfers
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Average
transfer amount of Social Protection and Labor programs among program beneficiaries
(per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_ep_preT_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Percentage
of benefits going to the extreme poor (those below $125 a day) relative to
the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_ep_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
extreme poor (those below $125 a day) relative to the total benefits going
to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q1_preT_tot\",\"name\":\"Benefits
incidence in poorest quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q1_rur\",\"name\":\"Benefits
incidence in poorest quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q1_tot\",\"name\":\"Benefits
incidence in poorest quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q1_urb\",\"name\":\"Benefits
incidence in poorest quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q2_preT_tot\",\"name\":\"Benefits
incidence in 2nd quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q2_rur\",\"name\":\"Benefits
incidence in 2nd quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q2_tot\",\"name\":\"Benefits
incidence in 2nd quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q2_urb\",\"name\":\"Benefits
incidence in 2nd quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q3_preT_tot\",\"name\":\"Benefits
incidence in 3rd quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q3_rur\",\"name\":\"Benefits
incidence in 3rd quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q3_tot\",\"name\":\"Benefits
incidence in 3rd quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q3_urb\",\"name\":\"Benefits
incidence in 3rd quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q4_preT_tot\",\"name\":\"Benefits
incidence in 4th quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q4_rur\",\"name\":\"Benefits
incidence in 4th quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q4_tot\",\"name\":\"Benefits
incidence in 4th quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q4_urb\",\"name\":\"Benefits
incidence in 4th quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q5_preT_tot\",\"name\":\"Benefits
incidence in richest quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q5_rur\",\"name\":\"Benefits
incidence in richest quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q5_tot\",\"name\":\"Benefits
incidence in richest quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.ben_q5_urb\",\"name\":\"Benefits
incidence in richest quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_ep_preT_tot\",\"name\":\"Beneficiary
incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers
(preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"Percentage
of program beneficiaries in a quintile relative to the total number of beneficiaries
in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_ep_tot\",\"name\":\"Beneficiary
incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q1_preT_tot\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q1_rur\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q1_tot\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q1_urb\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q2_preT_tot\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q2_rur\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q2_tot\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q2_urb\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q3_preT_tot\",\"name\":\"Beneficiary
incidence in 3rd quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q3_rur\",\"name\":\"Beneficiary
incidence in 3rd quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q3_tot\",\"name\":\"Beneficiary
incidence in 3rd quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q3_urb\",\"name\":\"Beneficiary
incidence in 3rd quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q4_preT_tot\",\"name\":\"Beneficiary
incidence in 4th quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q4_rur\",\"name\":\"Beneficiary
incidence in 4th quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q4_tot\",\"name\":\"Beneficiary
incidence in 4th quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q4_urb\",\"name\":\"Beneficiary
incidence in 4th quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q5_preT_tot\",\"name\":\"Beneficiary
incidence in richest quintile (%) - International Private Transfers (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q5_rur\",\"name\":\"Beneficiary
incidence in richest quintile (%) - International Private Transfers -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q5_tot\",\"name\":\"Beneficiary
incidence in richest quintile (%) - International Private Transfers\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.bry_q5_urb\",\"name\":\"Beneficiary
incidence in richest quintile (%) - International Private Transfers -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.cba_ep_preT_tot\",\"name\":\"Benefit-cost
ratio - International Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Poverty gap reduction obtained for each
$1 spent in SPL programs (%)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_pr_ip.cba_ep_tot\",\"name\":\"Benefit-cost
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Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_rem_p1_urb\",\"name\":\"Poverty Gap
reduction (%) - Private Transfers - poorest quintile -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_ep_preT_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_ep_tot\",\"name\":\"Adequacy
of benefits in extreme poor (<$1.25 a day) (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_pop_preT_tot\",\"name\":\"Adequacy
of benefits (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_pop_rur\",\"name\":\"Adequacy
of benefits (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_pop_tot\",\"name\":\"Adequacy
of social safety net programs (% of total welfare of beneficiary households)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adequacy of social safety net programs
is measured by the total transfer amount received by the population participating
in social safety net programs as a share of their total welfare. Welfare is
defined as the total income or total expenditure of beneficiary households.
Social safety net programs include cash transfers and last resort programs,
noncontributory social pensions, other cash transfers programs (child, family
and orphan allowances, birth and death grants, disability benefits, and other
allowances), conditional cash transfers, in-kind food transfers (food stamps
and vouchers, food rations, supplementary feeding, and emergency food distribution),
school feeding, other social assistance programs (housing allowances, scholarships,
fee waivers, health subsidies, and other social assistance) and public works
programs (cash for work and food for work). Estimates include both direct
and indirect beneficiaries.\",\"sourceOrganization\":\"The Atlas of Social
Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_pop_urb\",\"name\":\"Adequacy
of benefits (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q1_preT_tot\",\"name\":\"Adequacy
of benefits in poorest quintile (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q1_rur\",\"name\":\"Adequacy
of benefits in poorest quintile (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q1_tot\",\"name\":\"Adequacy
of benefits in poorest quintile (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q1_urb\",\"name\":\"Adequacy
of benefits in poorest quintile (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q2_preT_tot\",\"name\":\"Adequacy
of benefits in 2nd quintile (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q2_rur\",\"name\":\"Adequacy
of benefits in 2nd quintile (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q2_tot\",\"name\":\"Adequacy
of benefits in 2nd quintile (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q2_urb\",\"name\":\"Adequacy
of benefits in 2nd quintile (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q3_preT_tot\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q3_rur\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q3_tot\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q3_urb\",\"name\":\"Adequacy
of benefits in 3rd quintile (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q4_preT_tot\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q4_rur\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q4_tot\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q4_urb\",\"name\":\"Adequacy
of benefits in 4th quintile (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q5_preT_tot\",\"name\":\"Adequacy
of benefits in richest quintile (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q5_rur\",\"name\":\"Adequacy
of benefits in richest quintile (%) - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q5_tot\",\"name\":\"Adequacy
of benefits in richest quintile (%) - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.adq_q5_urb\",\"name\":\"Adequacy
of benefits in richest quintile (%) - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_ep_preT_tot\",\"name\":\"Average
per capita transfer held by extreme poor (<$1.25 a day) - All Social Assistance
\ (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_ep_tot\",\"name\":\"Average
per capita transfer held by extreme poor (<$1.25 a day) - All Social Assistance
\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_pop_preT_tot\",\"name\":\"Average
per capita transfer - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_pop_rur\",\"name\":\"Average
per capita transfer - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_pop_tot\",\"name\":\"Average
per capita transfer - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_pop_urb\",\"name\":\"Average
per capita transfer - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q1_preT_tot\",\"name\":\"Average
per capita transfer held by poorest quintile - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q1_rur\",\"name\":\"Average
per capita transfer held by poorest quintile - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q1_tot\",\"name\":\"Average
per capita transfer held by poorest quintile - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q1_urb\",\"name\":\"Average
per capita transfer held by poorest quintile - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q2_preT_tot\",\"name\":\"Average
per capita transfer held by 2nd quintile - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q2_rur\",\"name\":\"Average
per capita transfer held by 2nd quintile - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q2_tot\",\"name\":\"Average
per capita transfer held by 2nd quintile - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q2_urb\",\"name\":\"Average
per capita transfer held by 2nd quintile - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q3_preT_tot\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q3_rur\",\"name\":\"Average
per capita transfer held by 3rd quintile - All Social Assistance -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q3_tot\",\"name\":\"Average
per capita transfer held by 3rd quintile - All Social Assistance \",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q3_urb\",\"name\":\"Average
per capita transfer held by 3rd quintile - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q4_preT_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q4_rur\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q4_tot\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q4_urb\",\"name\":\"Average
per capita transfer held by 4th quintile - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q5_preT_tot\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q5_rur\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q5_tot\",\"name\":\"Average
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.avt_q5_urb\",\"name\":\"Average
per capita transfer held by richest quintile - All Social Assistance -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.ben_ep_preT_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - All Social Assistance (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.ben_ep_tot\",\"name\":\"Benefits
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_allsa.ben_q1_preT_tot\",\"name\":\"Benefits
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Protection & Labor\"}]},{\"id\":\"per_sa_allsa.ben_q1_tot\",\"name\":\"Benefits
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
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per capita transfer held by 2nd quintile - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
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and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q2_rur\",\"name\":\"Average
per capita transfer held by 2nd quintile - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q2_tot\",\"name\":\"Average
per capita transfer held by 2nd quintile - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q2_urb\",\"name\":\"Average
per capita transfer held by 2nd quintile - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q3_preT_tot\",\"name\":\"Average
per capita transfer held by 3rd quintile - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q3_rur\",\"name\":\"Average
per capita transfer held by 3rd quintile - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q3_tot\",\"name\":\"Average
per capita transfer held by 3rd quintile - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q3_urb\",\"name\":\"Average
per capita transfer held by 3rd quintile - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q4_preT_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q4_rur\",\"name\":\"Average
per capita transfer held by 4th quintile - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q4_tot\",\"name\":\"Average
per capita transfer held by 4th quintile - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q4_urb\",\"name\":\"Average
per capita transfer held by 4th quintile - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q5_preT_tot\",\"name\":\"Average
per capita transfer held by richest quintile - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q5_rur\",\"name\":\"Average
per capita transfer held by richest quintile - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q5_tot\",\"name\":\"Average
per capita transfer held by richest quintile - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.avt_q5_urb\",\"name\":\"Average
per capita transfer held by richest quintile - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Average transfer amount of Social Protection
and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_ep_preT_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
extreme poor (those below $125 a day) relative to the total benefits going
to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_ep_tot\",\"name\":\"Benefits
incidence in extreme poor (<$1.25 a day) (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
extreme poor (those below $125 a day) relative to the total benefits going
to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q1_preT_tot\",\"name\":\"Benefits
incidence in poorest quintile (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q1_rur\",\"name\":\"Benefits
incidence in poorest quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q1_tot\",\"name\":\"Benefits
incidence in poorest quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q1_urb\",\"name\":\"Benefits
incidence in poorest quintile (%) - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
poorest quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q2_preT_tot\",\"name\":\"Benefits
incidence in 2nd quintile (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q2_rur\",\"name\":\"Benefits
incidence in 2nd quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q2_tot\",\"name\":\"Benefits
incidence in 2nd quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q2_urb\",\"name\":\"Benefits
incidence in 2nd quintile (%) - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
second quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q3_preT_tot\",\"name\":\"Benefits
incidence in 3rd quintile (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q3_rur\",\"name\":\"Benefits
incidence in 3rd quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q3_tot\",\"name\":\"Benefits
incidence in 3rd quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q3_urb\",\"name\":\"Benefits
incidence in 3rd quintile (%) - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
third quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q4_preT_tot\",\"name\":\"Benefits
incidence in 4th quintile (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q4_rur\",\"name\":\"Benefits
incidence in 4th quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q4_tot\",\"name\":\"Benefits
incidence in 4th quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q4_urb\",\"name\":\"Benefits
incidence in 4th quintile (%) - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
fourth quintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q5_preT_tot\",\"name\":\"Benefits
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Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q5_rur\",\"name\":\"Benefits
incidence in richest quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q5_tot\",\"name\":\"Benefits
incidence in richest quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.ben_q5_urb\",\"name\":\"Benefits
incidence in richest quintile (%) - Subsidies -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of benefits going to the
richestquintile relative to the total benefits going to the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_ep_preT_tot\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_ep_tot\",\"name\":\"Beneficiary
incidence in extreme poor (<$1.25 a day) (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q1_preT_tot\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - Subsidies (preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q1_rur\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q1_tot\",\"name\":\"Beneficiary
incidence in poorest quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q1_urb\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q2_preT_tot\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q2_rur\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - Subsidies -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q2_tot\",\"name\":\"Beneficiary
incidence in 2nd quintile (%) - Subsidies\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q2_urb\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
in a quintile relative to the total number of beneficiaries in the population\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q3_urb\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q4_rur\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q4_tot\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q4_urb\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Social Protection\"},\"sourceNote\":\"Percentage of program beneficiaries
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Protection & Labor\"}]},{\"id\":\"per_sa_su.bry_q5_urb\",\"name\":\"Beneficiary
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Social Protection\"},\"sourceNote\":\"Poverty gap reduction obtained for each
$1 spent in SPL programs (%)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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$1 spent in SPL programs (%)\",\"sourceOrganization\":\"ASPIRE\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
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Protection & Labor\"}]},{\"id\":\"per_silm.overlap_pop_preT_tot\",\"name\":\"Population
receiving All Social Insurance and Labor Market (%, preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_pop_rur\",\"name\":\"Population
receiving All Social Insurance and Labor Market (%) -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_pop_tot\",\"name\":\"Population
receiving All Social Insurance and Labor Market (%)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_pop_urb\",\"name\":\"Population
receiving All Social Insurance and Labor Market (%) -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_q1_preT_tot\",\"name\":\"Population
in the poorest quintile receiving All Social Insurance and Labor Market (%,
preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_q1_rur\",\"name\":\"Population
in the poorest quintile receiving All Social Insurance and Labor Market (%)
-rural\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_q1_tot\",\"name\":\"Population
in the poorest quintile receiving All Social Insurance and Labor Market (%)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_silm.overlap_q1_urb\",\"name\":\"Population
in the poorest quintile receiving All Social Insurance and Labor Market (%)
-urban\",\"source\":{\"id\":\"29\",\"value\":\"Global Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_ep_preT_tot\",\"name\":\"Population
in extreme poor (<$1.25 a day) only receiving All Social Insurance (%, preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_ep_tot\",\"name\":\"Population
in extreme poor (<$1.25 a day) only receiving All Social Insurance (%)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_pop_preT_tot\",\"name\":\"Population
only receiving All Social Insurance (%, preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_pop_rur\",\"name\":\"Population
only receiving All Social Insurance (%) -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_pop_tot\",\"name\":\"Population
only receiving All Social Insurance (%)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_pop_urb\",\"name\":\"Population
only receiving All Social Insurance (%) -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_q1_preT_tot\",\"name\":\"Population
in the poorest quintile only receiving All Social Insurance (%, preT)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_q1_rur\",\"name\":\"Population
in the poorest quintile only receiving All Social Insurance (%) -rural\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_q1_tot\",\"name\":\"Population
in the poorest quintile only receiving All Social Insurance (%)\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"per_sionl.overlap_q1_urb\",\"name\":\"Population
in the poorest quintile only receiving All Social Insurance (%) -urban\",\"source\":{\"id\":\"29\",\"value\":\"Global
Social Protection\"},\"sourceNote\":\"NULL\",\"sourceOrganization\":\"The
Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"PHOSROCK\",\"name\":\"Phosphate rock, $\\/mt,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Phosphate rock (Morocco), 70% BPL, contract,
f.a.s. Casablanca\",\"sourceOrganization\":\"Fertilizer Week; Fertilizer International;
World Bank.\",\"topics\":[]},{\"id\":\"PLATINUM\",\"name\":\"Platinum, $\\/toz,
nominal$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"PLMKRNL_OIL\",\"name\":\"Palmkernal
oil, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Palmkernel Oil (Malaysia), c.I.f.
Rotterdam\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil World; US Department
of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"PLYWOOD\",\"name\":\"Plywood,
cents\\/sheets, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Plywood (Africa and Southeast
Asia), Lauan, 3-ply, extra, 91 cm x 182 cm x 4 mm, wholesale price, spot
Tokyo\",\"sourceOrganization\":\"Japan Lumber Journal; International Tropical
Timber Organization; Nikkei Newsletter on Commodities; World Bank.\",\"topics\":[]},{\"id\":\"POTASH\",\"name\":\"Potassium
Chloride, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Potassium chloride
(muriate of potash), standard grade, spot, f.o.b. Vancouver\",\"sourceOrganization\":\"Fertilizer
Week; Fertilizer International; World Bank.\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.1.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.1.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.1.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.2.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.2.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.2.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.3.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.3.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.3.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.4.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.4.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.4.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.NED.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.NED.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.NED.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.S1.FE\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.S1.MA\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.1519.S1.MF\",\"name\":\"Projection:
Percentage of the population age 15-19 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.1.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.1.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.1.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.2.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.2.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.2.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.3.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.3.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.3.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.4.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.4.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.4.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.NED.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.NED.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.NED.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.S1.FE\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.S1.MA\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.15UP.S1.MF\",\"name\":\"Projection:
Percentage of the population age 15+ by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.1.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.1.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.1.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.2.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.2.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.2.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.3.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.3.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.3.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.4.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.4.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.4.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.NED.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.NED.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.NED.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.S1.FE\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.S1.MA\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2024.S1.MF\",\"name\":\"Projection:
Percentage of the population age 20-24 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.1.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.1.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.1.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.2.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.2.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.2.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.3.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.3.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.3.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.4.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.4.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.4.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.NED.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.NED.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.NED.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.S1.FE\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.S1.MA\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2039.S1.MF\",\"name\":\"Projection:
Percentage of the population age 20-39 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.1.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.1.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.1.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.2.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.2.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.2.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.3.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.3.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.3.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.4.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.4.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.4.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.NED.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.NED.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.NED.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.S1.FE\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.S1.MA\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2064.S1.MF\",\"name\":\"Projection:
Percentage of the population age 20-64 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.1.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.1.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.1.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.2.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.2.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.2.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.3.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.3.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.3.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.4.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.4.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.4.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.NED.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.NED.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.NED.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.S1.FE\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.S1.MA\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.2529.S1.MF\",\"name\":\"Projection:
Percentage of the population age 25-29 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.1.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.1.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.1.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.2.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.2.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.2.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.3.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.3.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.3.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.4.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.4.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.4.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.NED.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.NED.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.NED.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.S1.FE\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.S1.MA\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.25UP.S1.MF\",\"name\":\"Projection:
Percentage of the population age 25+ by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.1.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.1.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.1.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.2.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.2.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.2.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.3.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.3.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.3.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.4.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.4.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.4.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.NED.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.NED.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.NED.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.S1.FE\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.S1.MA\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.4064.S1.MF\",\"name\":\"Projection:
Percentage of the population age 40-64 by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.1.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.1.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.1.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.2.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.2.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.2.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.3.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.3.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.3.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.4.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.4.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.4.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.NED.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.NED.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.NED.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.S1.FE\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.S1.MA\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.60UP.S1.MF\",\"name\":\"Projection:
Percentage of the population age 60+ by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.1.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.1.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.1.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.2.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.2.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.2.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.3.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.3.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.3.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.4.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.4.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.4.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.NED.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.NED.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.NED.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.S1.FE\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.S1.MA\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.80UP.S1.MF\",\"name\":\"Projection:
Percentage of the population age 80+ by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.1.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.1.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.1.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed primary education
or incomplete lower secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.2.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed lower secondary or incomplete upper secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.2.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.2.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed lower secondary
or incomplete upper secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.3.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has completed upper secondary or incomplete post-secondary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.3.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.3.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed upper secondary
or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.4.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.4.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.4.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.NED.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.NED.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.NED.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the population of the stated age group that has never attended school.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.S1.FE\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.S1.MA\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.ATT.ALL.S1.MF\",\"name\":\"Projection:
Percentage of the total population by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the population of the stated age group
that has pre-primary education or incomplete primary education as the highest
level of educational attainment. Projections are based on collected census
and survey data for the base year (around 2010) and the Medium Shared Socioeconomic
Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario
that combines medium fertility with medium mortality, medium migration, and
the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.0T19.FE\",\"name\":\"Projection:
Mean years of schooling. Age 0-19. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.0T19.MA\",\"name\":\"Projection:
Mean years of schooling. Age 0-19. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.0T19.MF\",\"name\":\"Projection:
Mean years of schooling. Age 0-19. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.1519.FE\",\"name\":\"Projection:
Mean years of schooling. Age 15-19. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.1519.MA\",\"name\":\"Projection:
Mean years of schooling. Age 15-19. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.1519.MF\",\"name\":\"Projection:
Mean years of schooling. Age 15-19. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.15UP.FE\",\"name\":\"Projection:
Mean years of schooling. Age 15+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.15UP.GPI\",\"name\":\"Projection:
Mean Years of Schooling. Age 15+. Gender Gap\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The difference between male and female mean
number of years spent in school by age group. It is calculated by subtracting
the female value from the male value. Data can be negative if the mean years
of schooling for females is higher than for males. Projections are based on
collected census and survey data for the base year (around 2010) and the Medium
Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.15UP.MA\",\"name\":\"Projection:
Mean years of schooling. Age 15+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.15UP.MF\",\"name\":\"Projection:
Mean years of schooling. Age 15+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2024.FE\",\"name\":\"Projection:
Mean years of schooling. Age 20-24. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2024.MA\",\"name\":\"Projection:
Mean years of schooling. Age 20-24. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2024.MF\",\"name\":\"Projection:
Mean years of schooling. Age 20-24. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2039.FE\",\"name\":\"Projection:
Mean years of schooling. Age 20-39. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2039.MA\",\"name\":\"Projection:
Mean years of schooling. Age 20-39. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2039.MF\",\"name\":\"Projection:
Mean years of schooling. Age 20-39. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2064.FE\",\"name\":\"Projection:
Mean years of schooling. Age 20-64. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2064.MA\",\"name\":\"Projection:
Mean years of schooling. Age 20-64. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2064.MF\",\"name\":\"Projection:
Mean years of schooling. Age 20-64. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2529.FE\",\"name\":\"Projection:
Mean years of schooling. Age 25-29. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2529.MA\",\"name\":\"Projection:
Mean years of schooling. Age 25-29. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.2529.MF\",\"name\":\"Projection:
Mean years of schooling. Age 25-29. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.25UP.FE\",\"name\":\"Projection:
Mean years of schooling. Age 25+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.25UP.GPI\",\"name\":\"Projection:
Mean Years of Schooling. Age 25+. Gender Gap\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The difference between male and female mean
number of years spent in school by age group. It is calculated by subtracting
the female value from the male value. Data can be negative if the mean years
of schooling for females is higher than for males. Projections are based on
collected census and survey data for the base year (around 2010) and the Medium
Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.25UP.MA\",\"name\":\"Projection:
Mean years of schooling. Age 25+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.25UP.MF\",\"name\":\"Projection:
Mean years of schooling. Age 25+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.4064.FE\",\"name\":\"Projection:
Mean years of schooling. Age 40-64. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.4064.MA\",\"name\":\"Projection:
Mean years of schooling. Age 40-64. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.4064.MF\",\"name\":\"Projection:
Mean years of schooling. Age 40-64. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.60UP.FE\",\"name\":\"Projection:
Mean years of schooling. Age 60+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.60UP.MA\",\"name\":\"Projection:
Mean years of schooling. Age 60+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.60UP.MF\",\"name\":\"Projection:
Mean years of schooling. Age 60+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.65UP.FE\",\"name\":\"Projection:
Mean years of schooling. Age 65+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.65UP.MA\",\"name\":\"Projection:
Mean years of schooling. Age 65+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.65UP.MF\",\"name\":\"Projection:
Mean years of schooling. Age 65+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.80UP.FE\",\"name\":\"Projection:
Mean years of schooling. Age 80+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.80UP.MA\",\"name\":\"Projection:
Mean years of schooling. Age 80+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.MYS.80UP.MF\",\"name\":\"Projection:
Mean years of schooling. Age 80+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean number of years spent in school by age
group and gender. Projections are based on collected census and survey data
for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.1.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.1.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.1.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.2.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed lower secondary or incomplete upper secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.2.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.2.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.3.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.3.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.3.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.4.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.4.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.4.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.NED.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.NED.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.NED.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.S1.FE\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.S1.MA\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.1519.S1.MF\",\"name\":\"Projection:
Population age 15-19 in thousands by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.1.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.1.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.1.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.2.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed lower secondary or incomplete upper secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.2.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.2.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.3.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.3.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.3.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.4.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.4.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.4.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.NED.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.NED.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.NED.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.S1.FE\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.S1.MA\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2024.S1.MF\",\"name\":\"Projection:
Population age 20-24 in thousands by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.1.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.1.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.1.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed primary
education or incomplete lower secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.2.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Lower Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed lower secondary or incomplete upper secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.2.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Lower Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.2.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Lower Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed lower
secondary or incomplete upper secondary education as the highest level of
educational attainment. Projections are based on collected census and survey
data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways
(SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.3.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Upper Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.3.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Upper Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.3.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Upper Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed upper
secondary or incomplete post-secondary education as the highest level of educational
attainment. Projections are based on collected census and survey data for
the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.4.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Post Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.4.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Post Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.4.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Post Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has completed post-secondary
or tertiary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.NED.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
No Education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.NED.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
No Education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.NED.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
No Education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands in the specified age group that has never attended
school. Projections are based on collected census and survey data for the
base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2)
projection model. The SSP2 is a middle-of-the-road scenario that combines
medium fertility with medium mortality, medium migration, and the Global Education
Trend (GET) education scenario. For more information and other projection
models, consult the Wittgenstein Centre for Demography and Global Human Capital's
website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.S1.FE\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Incomplete Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.S1.MA\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Incomplete Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.2529.S1.MF\",\"name\":\"Projection:
Population age 25-29 in thousands by highest level of educational attainment.
Incomplete Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total population in thousands in the specified
age group that has pre-primary education or incomplete primary education as
the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.1.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Primary.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed primary education or incomplete
lower secondary education as the highest level of educational attainment.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.1.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Primary.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed primary education or incomplete
lower secondary education as the highest level of educational attainment.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.1.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Primary.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed primary education or incomplete
lower secondary education as the highest level of educational attainment.
Projections are based on collected census and survey data for the base year
(around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection
model. The SSP2 is a middle-of-the-road scenario that combines medium fertility
with medium mortality, medium migration, and the Global Education Trend (GET)
education scenario. For more information and other projection models, consult
the Wittgenstein Centre for Demography and Global Human Capital's website:
http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.2.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Lower
Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed lower secondary or incomplete upper
secondary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.2.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Lower
Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed lower secondary or incomplete upper
secondary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.2.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Lower
Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed lower secondary or incomplete upper
secondary education as the highest level of educational attainment. Projections
are based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.3.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Upper
Secondary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.3.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Upper
Secondary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.3.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Upper
Secondary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed upper secondary or incomplete post-secondary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.4.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Post Secondary.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed post-secondary or tertiary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.4.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Post Secondary.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed post-secondary or tertiary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.4.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Post Secondary.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has completed post-secondary or tertiary education
as the highest level of educational attainment. Projections are based on collected
census and survey data for the base year (around 2010) and the Medium Shared
Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road
scenario that combines medium fertility with medium mortality, medium migration,
and the Global Education Trend (GET) education scenario. For more information
and other projection models, consult the Wittgenstein Centre for Demography
and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.NED.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. No Education.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has never attended school. Projections are based
on collected census and survey data for the base year (around 2010) and the
Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is
a middle-of-the-road scenario that combines medium fertility with medium mortality,
medium migration, and the Global Education Trend (GET) education scenario.
For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.NED.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. No Education.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has never attended school. Projections are based
on collected census and survey data for the base year (around 2010) and the
Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is
a middle-of-the-road scenario that combines medium fertility with medium mortality,
medium migration, and the Global Education Trend (GET) education scenario.
For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.NED.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. No Education.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has never attended school. Projections are based
on collected census and survey data for the base year (around 2010) and the
Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is
a middle-of-the-road scenario that combines medium fertility with medium mortality,
medium migration, and the Global Education Trend (GET) education scenario.
For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.S1.FE\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Incomplete
Primary. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has pre-primary education or incomplete primary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.S1.MA\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Incomplete
Primary. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has pre-primary education or incomplete primary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRJ.POP.ALL.S1.MF\",\"name\":\"Projection:
Population in thousands by highest level of educational attainment. Incomplete
Primary. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
population in thousands that has pre-primary education or incomplete primary
education as the highest level of educational attainment. Projections are
based on collected census and survey data for the base year (around 2010)
and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The
SSP2 is a middle-of-the-road scenario that combines medium fertility with
medium mortality, medium migration, and the Global Education Trend (GET) education
scenario. For more information and other projection models, consult the Wittgenstein
Centre for Demography and Global Human Capital's website: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"sourceOrganization\":\"Wittgenstein
Centre for Demography and Global Human Capital: http:\\/\\/www.oeaw.ac.at\\/vid\\/dataexplorer\\/\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND1.IDX\",\"name\":\"PDI-1
Country with operational national development strategies (rating)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Country's national development
strategy is linked to medium-term expenditure framework and reflected in annual
budgets. The degree to which governments take the lead in co-ordinating aid-funded
activities is the subject of a specific commitment in the Paris Declaration.
\ It is also a variable that seems to be subject to significant changes over
time. Another dimension of ownership is the degree to which countries have
development strategies that are clear and well operationalised, so that development
efforts are effective and there is a robust basis for the alignment of aid
with country policies. This is based on the World Bank's Results-Based National
Development Strategies: Assessment and Challenges Ahead Report. Categorical
where \\\"A\\\" assigned a value of 1; \\\"B\\\" assigned a value of 2; \\\"C\\\"
assigned a value of 3; \\\"D\\\" assigned a value of 4; \\\"E\\\" assigned
a value of 5; and \\\"N\\/A\\\" assigned a value of 6. Indicators 3 to 12
(but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration
for each respective year. \",\"sourceOrganization\":\"Organization for Economic
Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND10A.ALLD.ZS\",\"name\":\"PDI-10a
Donor missions co-ordinated (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Encourage shared analysis on field
missions work including diagnostic reviews that are joint. Donor co-ordinated
missions focuses only on the proportion of (i) missions undertaken jointly
by two or more donors, or (ii) missions undertaken by one donor on behalf
of another (delegated co-operation). Indicators 3 to 12 (but not Indictor
8) are drawn from the Survey on Monitoring the Paris Declaration for each
respective year. \",\"sourceOrganization\":\"Organization for Economic Co-operation
and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND10B.ALLD.ZS\",\"name\":\"PDI-10b
Country-analysis co-ordinated (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Encourage shared analysis on country
analytic work including diagnostic reviews that are joint. (i) Country analytic
work undertaken by one or more donors jointly; (ii) Country analytic work
undertaken by one donor on behalf of another donor (including work undertaken
by one and\\/or used by another when it is co-financed and formally acknowledged
in official documentation); (iii) Country analytic work undertaken with substantive
involvement from government. Indicators 3 to 12 (but not Indictor 8) are
drawn from the Survey on Monitoring the Paris Declaration for each respective
year. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on
Monitoring the Paris Declaration for each respective year. \",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND11.IDX\",\"name\":\"PDI-11
Existence of a monitorable performance assessment framework (rating)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Transparent and monitorable performance
assessment frameworks to assess progress against (a) national development
strategies and (b) sector programmes. Categorical where \\\"A\\\" assigned
a value of 1; \\\"B\\\" assigned a value of 2; \\\"C\\\" assigned a value
of 3; \\\"D\\\" assigned a value of 4; \\\"E\\\" assigned a value of 5; and
\\\"N\\/A\\\" assigned a value of 6. Indicators 3 to 12 (but not Indictor
8) are drawn from the Survey on Monitoring the Paris Declaration for each
respective year. \",\"sourceOrganization\":\"Organization for Economic Co-operation
and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND12.IDX\",\"name\":\"PDI-12
Existence of a mutual accountability review (rating)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The concept of mutual accountability
is an important innovation of the Paris Declaration. It develops the idea
that aid is more effective when both donors and partner governments are accountable
to their respective publics for the use of resources to achieve development
results, and when they are also accountable to each other. The specific focus
of the agreed indicator (Indicator 12) is on mutual accountability for the
implementation of the Partnership Commitments included in the Declaration
and any local agreements on enhancing aid effectiveness. Specifically, the
country survey returns tell us whether there exists a mechanism for mutual
review of progress on aid\",\"sourceOrganization\":\"Organization for Economic
Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND2A.IDX\",\"name\":\"PDI-2a
Country financial management systems reliability (rating)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This rating is the World Bank's
annual Country Policy and Institutional Assessment ratings (CPIA sub-component
13) for the quality of budgetary and financial management. This scale runs
from 1 to 5 with 1 the worst and 5 the best. The focus is on the degree to
which existing systems adhere to broadly accepted good practices or there
is a reform programme in place to promote improved practices. \",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND2B.IDX\",\"name\":\"PDI-2b
Country procurement systems reliability (rating)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The focus is on the degree to which
existing systems adhere to broadly accepted good practices or there is a reform
programme in place to promote improved practices. Reliable procurement systems
are based on the common benchmarking and assessment methodology for public
procurement systems developed and piloted by the Joint Venture on Procurement.
\ Categorical where \\\"A\\\" assigned a value of 1; \\\"B\\\" assigned a
value of 2; \\\"C\\\" assigned a value of 3; \\\"D\\\" assigned a value of
4; \\\"E\\\" assigned a value of 5; and \\\"N\\/A\\\" assigned a value of
6. \",\"sourceOrganization\":\"Organization for Economic Co-operation and
Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND3.ALLD.ZS\",\"name\":\"PDI-3
Government budget estimates comprehensive and realistic (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The objective of this indicator
is to improve transparency and accountability by encouraging partner countries
and donors to accurately record aid as much as possible in the national budget,
thereby allowing scrutiny by parliaments. Aid flows to the government sector
that is reported in country's national government budgets. \",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND4.ALLD.ZS\",\"name\":\"PDI-4
Technical assistance aligned and co-ordinated with country programmes (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Donor capacity-development support
provided through co-ordinated programmes are consistent with country's development
strategies. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey
on Monitoring the Paris Declaration for each respective year. \",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND5A.ALLD.ZS\",\"name\":\"PDI-5a
Aid for government sectors uses country public finanacial management systems
(percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Donors
and aid flows that use country's public financial management systems that
either (a) adhere to broadly good practices or (b) have a reform programme
in place to achieve these. Indicators 3 to 12 (but not Indictor 8) are drawn
from the Survey on Monitoring the Paris Declaration for each respective year.
\ \",\"sourceOrganization\":\"Organization for Economic Co-operation and Development
(www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND5B.ALLD.ZS\",\"name\":\"PDI-5b
Aid for government sectors uses country procurement systems (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Donors and aid flows that use country's
procurement systems that either (a) adhere to broadly good practices or (b)
have a reform programme in place to achieve these. Indicators 3 to 12 (but
not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration
for each respective year. \",\"sourceOrganization\":\"Organization for Economic
Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND6.ALLD.NUM\",\"name\":\"PDI-6
Project implementation units parallel to country structures (number)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Indicator 6 is a count of parallel
project implementation units (PIUs), where\",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND7.ALLD.ZS\",\"name\":\"PDI-7
Aid disbursements on schedule and recorded by government (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid disbursements on schedule and
recorded by government. The objective is two-fold. First and foremost, it
is to encourage disbursements of funds within the year they are scheduled.
\ Second, it is to encourage accurate recording of disbursements by partner
authorities. Both objectives require strong cooperation between donors and
partner authorities. Aid is more predictable and released according to agreed
schedules in annual or multi-year frameworks. Indicators 3 to 12 (but not
Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration
for each respective year. \",\"sourceOrganization\":\"Organization for Economic
Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND8.ALLD.ZS\",\"name\":\"PDI-8
Bilateral aid that is untied (percent)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Tied aid is aid provided on the
condition that the recipient uses it to purchase goods and services from suppliers
based in the donor country. The target for this indicator is to increase untied
aid over time. \",\"sourceOrganization\":\"Organization for Economic Co-operation
and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PRT.PDCL.IND9.ALLD.ZS\",\"name\":\"PDI-9
Aid provided in the framework of programme-based appproaches (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Aid provided in the framework of
programme-based approaches (PBAs) are a way of engaging in development co-operation
based on the principles of co-ordinated support for a locally owned programme
of development, such as a national development strategy, a sector programme,
a thematic programme or a programme of a specific organization. Programme-based
approaches share the following features: (i) Leadership by the host country
or organization; (ii) A single comprehensive programme and budget framework;
(iii) A formalized process for donor co-ordination and harmonization of donor
procedures for reporting, budgeting, financial management and procurement;
(iv) Efforts to increase the use of local systems for programme design and
implementation, financial management, monitoring and evaluation. Indicators
3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris
Declaration for each respective year. \",\"sourceOrganization\":\"Organization
for Economic Co-operation and Development (www.oecd.org\\/dac\\/effectiveness\\/monitoring).\",\"topics\":[]},{\"id\":\"PV.EST\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Estimate\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism captures perceptions of the likelihood that the government
will be destabilized or overthrown by unconstitutional or violent means, including
politically-motivated violence and terrorism.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PV.NO.SRC\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Number of Sources\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism captures perceptions of the likelihood that the government
will be destabilized or overthrown by unconstitutional or violent means, including
politically-motivated violence and terrorism.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PV.PER.RNK\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Percentile Rank\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism captures perceptions of the likelihood that the government
will be destabilized or overthrown by unconstitutional or violent means, including
politically-motivated violence and terrorism.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PV.PER.RNK.LOWER\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Percentile Rank, Lower Bound
of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism measures perceptions of the likelihood of political
instability and\\/or politically-motivated violence, including terrorism.
\ 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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PV.PER.RNK.UPPER\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Percentile Rank, Upper Bound
of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism measures perceptions of the likelihood of political
instability and\\/or politically-motivated violence, including terrorism.
\ 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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PV.STD.ERR\",\"name\":\"Political
Stability and Absence of Violence\\/Terrorism: Standard Error\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Political Stability and Absence
of Violence\\/Terrorism captures perceptions of the likelihood that the government
will be destabilized or overthrown by unconstitutional or violent means, including
politically-motivated violence and terrorism.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"PX.MUV.TOTL\",\"name\":\"Manufactures
value index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Manufactures
unit value index is a weighted unit value index of exports of manufactures
by industrial countries. \",\"sourceOrganization\":\"World Bank, IECAP\",\"topics\":[]},{\"id\":\"PX.MUV.TOTL.XU\",\"name\":\"Manufactured
exports unit value (MUV) index (% change)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Manufactures unit value index (percentage
change) is calculated as the annual percentage change of a weighted unit value
index of exports of manufactures by industrial countries. \",\"sourceOrganization\":\"World
Bank, IECAP.\",\"topics\":[]},{\"id\":\"PX.REC.REER\",\"name\":\"Real effective
exchange rate index (line rec, 2005 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Real effective exchange rate is
the nominal effective exchange rate (a measure of the value of a currency
against a weighted average of several foreign currencies) divided by a price
deflator or index of costs. This indicator corresponds to the IFS's line rec,
and is based on a nominal rate adjusted for relative changes in consumer prices.\",\"sourceOrganization\":\"International
Monetary Fund, International Financial Statistics.\",\"topics\":[]},{\"id\":\"PX.REX.REER\",\"name\":\"Real
effective exchange rate index (2010 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Real effective exchange rate is
the nominal effective exchange rate (a measure of the value of a currency
against a weighted average of several foreign currencies) divided by a price
deflator or index of costs.\",\"sourceOrganization\":\"International Monetary
Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"}]},{\"id\":\"REER\",\"name\":\"Real Effective Exchange Rate\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"Real effective exchange rate is the nominal
effective exchange rate (a measure of the value of a currency against a weighted
average of several foreign currencies) divided by a price deflator or index
of costs.\",\"sourceOrganization\":\"World Bank staff calculations based on
Datastream and IMF International Finance Statistics data.\",\"topics\":[]},{\"id\":\"RES.DPST.CBK\",\"name\":\"Outstanding
Deposits of Commercial Banks owned by Regional Government (Province Level,
in IDR Million)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Bank
Indonesia, Commercial Bank Monthly Report\",\"topics\":[]},{\"id\":\"REV.DAK.CR\",\"name\":\"Total
Special Allocation Grant\\/DAK (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.DAU.CR\",\"name\":\"Total
General Allocation Grant\\/DAU (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.NRRV.SHR.CR\",\"name\":\"Total
Natural Resource Revenue Sharing\\/DBH SDA (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.OSRV.CR\",\"name\":\"Total
Own Source Revenue\\/PAD (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.OTHR.CR\",\"name\":\"Total
Other Revenue (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.TOTL.CR\",\"name\":\"Total
Revenue (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"REV.TXRV.SHR.CR\",\"name\":\"Total
Tax Revenue Sharing\\/DBH Pajak (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Finance, SIKD (Information System for Sub-National Budget)\",\"topics\":[]},{\"id\":\"RICE_05\",\"name\":\"Rice,
Thailand, 5%, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Rice (Thailand), 5%
broken, white rice (WR), milled, indicative price based on weekly surveys
of export transactions, government standard, f.o.b. Bangkok\",\"sourceOrganization\":\"US
Department of Agricuture; World Bank.\",\"topics\":[]},{\"id\":\"RICE_05_VNM\",\"name\":\"Rice,
Vietnamese, 5%, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RICE_25\",\"name\":\"Rice,
Thailand, 25%, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Rice (Thailand), 25%
broken, WR, milled indicative survey price, government standard, f.o.b. Bangkok\",\"sourceOrganization\":\"US
Department of Agricuture; World Bank.\",\"topics\":[]},{\"id\":\"RICE_A1\",\"name\":\"Rice,
Thai, A1.Special, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Rice (Thailand), 100%
broken, A.1 Super from 2006 onwards, government standard, f.o.b. Bangkok;
prior to 2006, A1 Special, a slightly lower grade than A1 Super.\",\"sourceOrganization\":\"US
Department of Agricuture; World Bank.\",\"topics\":[]},{\"id\":\"RISE.EA.PE\",\"name\":\"RISE
Energy Access - Procedural Efficiency\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EA.PL\",\"name\":\"RISE
Energy Access - Planning\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EA.PR\",\"name\":\"RISE
Energy Access - Policies and Regulations\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EA.PS\",\"name\":\"RISE
Energy Access - Pricing and Subsidies\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EA.TO\",\"name\":\"RISE
Energy Access - Overall country score\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EE.PE\",\"name\":\"RISE
Energy Efficiency - Procedural Efficiency\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EE.PL\",\"name\":\"RISE
Energy Efficiency - Planning\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EE.PR\",\"name\":\"RISE
Energy Efficiency - Policies and Regulations\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EE.PS\",\"name\":\"RISE
Energy Efficiency - Pricing and Subsidies\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.EE.TO\",\"name\":\"RISE
Energy Efficiency - Overall country score\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.RE.PE\",\"name\":\"RISE
Renewable Energy - Procedural Efficiency\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.RE.PL\",\"name\":\"RISE
Renewable Energy - Planning\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.RE.PR\",\"name\":\"RISE
Renewable Energy - Policies and Regulations\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.RE.PS\",\"name\":\"RISE
Renewable Energy - Pricing and Subsidies\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RISE.RE.TO\",\"name\":\"RISE
Renewable Energy - Overall country score\",\"source\":{\"id\":\"44\",\"value\":\"Readiness
for Investment in Sustainable Energy (RISE)\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"RL.EST\",\"name\":\"Rule
of Law: Estimate\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions of the extent
to which agents have confidence in and abide by the rules of society, and
in particular the quality of contract enforcement, property rights, the police,
and the courts, as well as the likelihood of crime and violence.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RL.NO.SRC\",\"name\":\"Rule
of Law: Number of Sources\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions
of the extent to which agents have confidence in and abide by the rules of
society, and in particular the quality of contract enforcement, property rights,
the police, and the courts, as well as the likelihood of crime and violence.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RL.PER.RNK\",\"name\":\"Rule
of Law: Percentile Rank\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions of the extent
to which agents have confidence in and abide by the rules of society, and
in particular the quality of contract enforcement, property rights, the police,
and the courts, as well as the likelihood of crime and violence.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RL.PER.RNK.LOWER\",\"name\":\"Rule
of Law: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions
of the extent to which agents have confidence in and abide by the rules of
society, and in particular the quality of contract enforcement, property rights,
the police, and the courts, as well as the likelihood of crime and violence.
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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RL.PER.RNK.UPPER\",\"name\":\"Rule
of Law: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions
of the extent to which agents have confidence in and abide by the rules of
society, and in particular the quality of contract enforcement, property rights,
the police, and the courts, as well as the likelihood of crime and violence.
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.\",\"sourceOrganization\":\"Worldwide Governance
Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RL.STD.ERR\",\"name\":\"Rule
of Law: Standard Error\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Rule of Law captures perceptions of the extent
to which agents have confidence in and abide by the rules of society, and
in particular the quality of contract enforcement, property rights, the police,
and the courts, as well as the likelihood of crime and violence.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"ROD.DIST.ASPH.KM\",\"name\":\"Length
of District Road: Asphalt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.BDMG.BM.KM\",\"name\":\"Length
of District Road: Bad Damage (in km) (Bina Marga Data)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Public Works, Directorate General of Highways (Bina Marga) Statistics\",\"topics\":[]},{\"id\":\"ROD.DIST.BDMG.KM\",\"name\":\"Length
of District Road: Bad Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.DIRT.KM\",\"name\":\"Length
of District Road: Dirt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.FAIR.BM.KM\",\"name\":\"Length
of District Road: Fair (in km) (Bina Marga Data)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Public Works, Directorate General of Highways (Bina Marga) Statistics\",\"topics\":[]},{\"id\":\"ROD.DIST.FAIR.KM\",\"name\":\"Length
of District Road: Fair (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.GOOD.BM.KM\",\"name\":\"Length
of District Road: Good (in km) (Bina Marga Data)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Public Works, Directorate General of Highways (Bina Marga) Statistics\",\"topics\":[]},{\"id\":\"ROD.DIST.GOOD.KM\",\"name\":\"Length
of District Road: Good (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.GRAVL.KM\",\"name\":\"Length
of District Road: Gravel (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.LDMG.BM.KM\",\"name\":\"Length
of District Road: Light Damage (in km) (Bina Marga Data)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Public Works, Directorate General of Highways (Bina Marga) Statistics\",\"topics\":[]},{\"id\":\"ROD.DIST.LDMG.KM\",\"name\":\"Length
of District Road: Light Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.DIST.OTHR.KM\",\"name\":\"Length
of District Road: Other (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.ASPH.KM\",\"name\":\"Length
of National Road: Asphalt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.BDMG.KM\",\"name\":\"Length
of National Road: Bad Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.DIRT.KM\",\"name\":\"Length
of National Road: Dirt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.FAIR.KM\",\"name\":\"Length
of National Road: Fair (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.GOOD.KM\",\"name\":\"Length
of National Road: Good (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.GRAVL.KM\",\"name\":\"Length
of National Road: Gravel (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.LDMG.KM\",\"name\":\"Length
of National Road: Light Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.NATL.OTHR.KM\",\"name\":\"Length
of National Road: Other (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.ASPH.KM\",\"name\":\"Length
of Province Road: Asphalt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.BDMG.KM\",\"name\":\"Length
of Province Road: Bad Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.DIRT.KM\",\"name\":\"Length
of Province Road: Dirt (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.FAIR.KM\",\"name\":\"Length
of Province Road: Fair (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.GOOD.KM\",\"name\":\"Length
of Province Road: Good (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.GRAVL.KM\",\"name\":\"Length
of Province Road: Gravel (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.LDMG.KM\",\"name\":\"Length
of Province Road: Light Damage (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.PROV.OTHR.KM\",\"name\":\"Length
of Province Road: Other (in km) (BPS Data, Province only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"ROD.VILG.ASPH.ZS\",\"name\":\"Villages
with road: Asphalt (in % of total villages)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"ROD.VILG.DIRT.ZS\",\"name\":\"Villages
with road: Dirt (in % of total villages)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"ROD.VILG.GRAVL.ZS\",\"name\":\"Villages
with road: Gravel (in % of total villages)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"ROD.VILG.OTHR.ZS\",\"name\":\"Villages
with road: Other (in % of total villages)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"RQ.EST\",\"name\":\"Regulatory
Quality: Estimate\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions of
the ability of the government to formulate and implement sound policies and
regulations that permit and promote private sector development.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RQ.NO.SRC\",\"name\":\"Regulatory
Quality: Number of Sources\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions
of the ability of the government to formulate and implement sound policies
and regulations that permit and promote private sector development.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RQ.PER.RNK\",\"name\":\"Regulatory
Quality: Percentile Rank\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions
of the ability of the government to formulate and implement sound policies
and regulations that permit and promote private sector development.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RQ.PER.RNK.LOWER\",\"name\":\"Regulatory
Quality: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions
of the ability of the government to formulate and implement sound policies
and regulations that permit and promote private sector development. 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.\",\"sourceOrganization\":\"Worldwide Governance Indicators, The
World Bank\",\"topics\":[]},{\"id\":\"RQ.PER.RNK.UPPER\",\"name\":\"Regulatory
Quality: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide
Governance Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions
of the ability of the government to formulate and implement sound policies
and regulations that permit and promote private sector development. 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.\",\"sourceOrganization\":\"Worldwide Governance Indicators, The
World Bank\",\"topics\":[]},{\"id\":\"RQ.STD.ERR\",\"name\":\"Regulatory Quality:
Standard Error\",\"source\":{\"id\":\"3\",\"value\":\"Worldwide Governance
Indicators\"},\"sourceNote\":\"Regulatory Quality captures perceptions of
the ability of the government to formulate and implement sound policies and
regulations that permit and promote private sector development.\",\"sourceOrganization\":\"Worldwide
Governance Indicators, The World Bank\",\"topics\":[]},{\"id\":\"RUBBER1_MYSG\",\"name\":\"Rubber,
Singapore, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Rubber (Asia), RSS3
grade, Singapore Commodity Exchange Ltd (SICOM) nearby contract beginning
2004; during 2000 to 2003, Singapore RSS1; previously Malaysia RSS1\",\"sourceOrganization\":\"Singapore
Commodity Exchange Ltd (SICOM); Bloomberg; Rubber Association of Singapore
Commodity Exchange (RASCE); International Rubber Study Group; Asian Wall Street
Journal; World Bank.\",\"topics\":[]},{\"id\":\"RUBBER1_TSR20\",\"name\":\"Rubber,
TSR20, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"s_policyholders_B2_life\",\"name\":\"Insurance
policy holders per 1,000 adults (life)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
total number of life insurance policy holders (resident) that are resident
nonfinancial corporations (public and private) and households for every 1,000
adults in the reporting country. Calculated as (number of life insurance policy
holders)*1\",\"sourceOrganization\":\"International Monetary Fund, Financial
Access Survey.\",\"topics\":[]},{\"id\":\"s_policyholders_B2_nonlife\",\"name\":\"Insurance
policy holders per 1,000 adults (non-life)\",\"source\":{\"id\":\"33\",\"value\":\"G20
Basic Set of Financial Inclusion Indicators\"},\"sourceNote\":\"Denotes the
total number of non-life insurance policy holders (resident) that are resident
nonfinancial corporations (public and private) and households for every 1,000
adults in the reporting country. Calculated as (number of non-life insurance
policy ho\",\"sourceOrganization\":\"International Monetary Fund, Financial
Access Survey.\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1: Enabling Environment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL1\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 1: Legal Framework\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL2\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 2: Organizational
Structure\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL3\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 3: Human Resources\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL4\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 4: Infrastructural
capacity\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL5\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 5: Budget\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL1.LVL6\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 1 Level 6: Data-driven
Culture\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2: System Soundness\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2.LVL1\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2 Level 1: Data Architecture\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2.LVL2\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2 Level 2: Data Coverage\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2.LVL3\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2 Level 3: Data Analytics\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2.LVL4\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2 Level 4: Dynamic
System\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL2.LVL5\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 2 Level 5: Serviceability\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL3\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 3: Quality data\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL3.LVL1\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 3 Level 1: Methodological
Soundness\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL3.LVL2\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 3 Level 2: Accuracy
and Reliability\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL3.LVL3\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 3 Level 3: Integrity\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL3.LVL4\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 3 Level 4: Periodicity
and Timeliness\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL4\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 4: Utilization in decision
making\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL4.LVL1\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 4 Level 1: Openness\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL4.LVL2\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 4 Level 2: Operational
Use\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL4.LVL3\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 4 Level 3: Accessibility\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.EMIS.GOAL4.LVL4\",\"name\":\"SABER:
(Education Management Information Systems) Policy Goal 4 Level 4: Effectiveness
in Disseminating Findings\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL1\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 1: Establishing an Enabling Environment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL1.LVL1\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 1 Lever 1: Legal Framework\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL1.LVL2\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 1 Lever 2: Inter-sectoral Coordination\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL1.LVL3\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 1 Lever 3: Finance\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL2\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 2: Scope of Programs\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL2.LVL1\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 2 Lever 1: Scope of Programs\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL2.LVL2\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 2 Lever 2: Coverage\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL2.LVL3\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 2 Lever 3: Equity\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL3\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 3: Monitoring and Assuring Quality\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL3.LVL1\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 3 Lever 1: Data Availability\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL3.LVL2\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 3 Lever 2: Quality Standards\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.ERL.CHLD.GOAL3.LVL3\",\"name\":\"SABER:
(Early Childhood Development) Policy Goal 3 Lever 3: Compliance with Standards\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL1\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 1: Policy Frameworks\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL2\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 2: Financial Capacity\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL3\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 3: Institutional Capacity and
Coordination\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL4\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 4: Design and Implementation\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL5\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 5: Community Roles\u2013Reaching
Beyond Schools\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL6\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 6: Health-related school policies\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL7\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 7: Safe, Supportive School
Environments\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL8\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 8: School-Based Health and
Nutrition Services\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.HLTH.GOAL9\",\"name\":\"SABER:
(School Health and School Feeding) Policy Goal 9: Skills-Based Health Education\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1: Encouraging innovation by providers\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL1\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 1: Teacher standards\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL2\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 2: Teacher appointment and
deployment\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL3\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 3: Teacher salaries\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL4\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 4: Teacher dismissal\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL5\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 5: Curriculum Delivery\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL1.LVL6\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 1 Level 6: Classroom resourcing\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2: Holding schools accountable\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2.LVL1\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2 Level 1: Student standards\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2.LVL2\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2 Level 2: Student assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2.LVL3\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2 Level 3: Inspection\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2.LVL4\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2 Level 4: Improvement planning
\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL2.LVL5\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 2 Level 5: Sanctions\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL3\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 3: Empowering all parents, students,
and communities\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL3.LVL1\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 3 Level 1: Information\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL3.LVL2\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 3 Level 2: Voice\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL3.LVL3\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 3 Level 3: Financial Support\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4: Promoting diversity of supply\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4.LVL1\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4 Level 1: Tuition fees\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4.LVL2\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4 Level 2: Ownership\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4.LVL3\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4 Level 3: Certification standards\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4.LVL4\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4 Level 4: Market entry\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.PRVT.GOAL4.LVL5\",\"name\":\"SABER:
(Engaging the Private Sector) Policy Goal 4 Level 5: Regulatory fees\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1: Level of autonomy in the planning
and management of school budget\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1.LVL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1 Level 1: Legal authority over
the management of the operational budget\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1.LVL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1 Level 2: Legal authority over
the management of the non-teaching staff salaries\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1.LVL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1 Level 3: Legal authority over
the management of teacher salaries\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1.LVL4\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1 Level 4: Legal authority to
raise additional funds for the school\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL1.LVL5\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 1 Level 5: Collaborative budget
planning\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 2: Level of autonomy in personnel
management\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL2.LVL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 2 Level 1: Autonomy in teacher
appointment and deployment decisions\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL2.LVL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 2 Level 2: Autonomy in non-teaching
staff appointment and deployment decisions\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL2.LVL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 2 Level 3: Autonomy in school
principal appointment and deployment decisions\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3: Role of the school council
on school governance\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 1: Participation of the
school councils in budget preparation\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 2: Participation of the
school councils in financial oversight\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 3: Participation of the
school councils in school activities\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL4\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 4: Participation of the
school councils in personnel oversight\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL5\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 5: Participation of the
school councils in learning inputs\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL3.LVL6\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 3 Level 6: Transparency in community
participation\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4: School and student assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4.LVL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4 Level 1: Existence and Frequency
of school assessments\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4.LVL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4 Level 2: Use of school assessments
for making school adjustments\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4.LVL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4 Level 3: Existence and Frequency
of standardized student assessments\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4.LVL4\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4 Level 4: Use of standardized
student assessments for pedagogical, operational, and personnel adjustments\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL4.LVL5\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 4 Level 5: Publication of student
assessments\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5: School Accountability\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5.LVL1\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5 Level 1: Guidelines for the
use of results of student assessments\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5.LVL2\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5 Level 2: Analysis of school
and student performan\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5.LVL3\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5 Level 3: Degree of Financial
accountability at the central level, regional, municipal, local and school
level\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5.LVL4\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5 Level 4: Degree of Accountability
in school operations\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.ATNM.GOAL5.LVL5\",\"name\":\"SABER:
(School Autonomy Accountability) Policy Goal 5 Level 5: Degree of learning
accountability\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL1\",\"name\":\"SABER:
(School Finance) Policy Goal 1: Ensuring basic conditions for learning\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL1.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 1 Lever 1: Are there policies to ensure basic
inputs?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL1.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 1 Lever 2: Are there 3 learning goals?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL2\",\"name\":\"SABER:
(School Finance) Policy Goal 2: Monitoring learning conditions and outcomes\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL2.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 2 Lever 1: Are there systems in place to monitor
learning conditions?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL2.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 2 Lever 2: Are there systems in place to assess
learning outcomes?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL3\",\"name\":\"SABER:
(School Finance) Policy Goal 3: Overseeing service delivery\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL3.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 3 Lever 1: What mechanisms are in place to verify
the availability of physical resources at schools?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL3.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 3 Lever 2: What mechanisms are in place to verify
the availability of human resources at schools?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL4\",\"name\":\"SABER:
(School Finance) Policy Goal 4: Budgeting with adequate and transparent information\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL4.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 4 Lever 1: Is there an informed budget process?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL4.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 4 Lever 2: Is the budget comprehensive and transparent?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL5\",\"name\":\"SABER:
(School Finance) Policy Goal 5: Providing more resources to students who need
them\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL5.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 5 Lever 1: Are more public resources available
to students from disadvantaged backgrounds?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL5.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 5 Lever 2: Do payments for schooling represent
a small share of income for low income families?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL6\",\"name\":\"SABER:
(School Finance) Policy Goal 6: Managing resources efficiently\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL6.LVL1\",\"name\":\"SABER:
(School Finance) Policy Goal 6 Lever 1: Are there systems in place to verify
the use of educational resources?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.SCH.FNNC.GOAL6.LVL2\",\"name\":\"SABER:
(School Finance) Policy Goal 6 Lever 2: Are education expenditures audited?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL1\",\"name\":\"SABER:
(Student Assessment) Policy Goal 1: Classroom Assessment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL1.LVL1\",\"name\":\"SABER:
(Student Assessment) Policy Goal 1 Lever 1: Enabling Context and System Alignment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL1.LVL2\",\"name\":\"SABER:
(Student Assessment) Policy Goal 1 Lever 2: Assessment Quality\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL2\",\"name\":\"SABER:
(Student Assessment) Policy Goal 2: Examinations\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL2.LVL1\",\"name\":\"SABER:
(Student Assessment) Policy Goal 2 Lever 1: Enabling Context\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL2.LVL2\",\"name\":\"SABER:
(Student Assessment) Policy Goal 2 Lever 2: System Alignment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL2.LVL3\",\"name\":\"SABER:
(Student Assessment) Policy Goal 2 Lever 3: Assessment Quality\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL3\",\"name\":\"SABER:
(Student Assessment) Policy Goal 3: National Large-Scale Assessment (NLSA)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL3.LVL1\",\"name\":\"SABER:
(Student Assessment) Policy Goal 3 Lever 1: Enabling Context\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL3.LVL2\",\"name\":\"SABER:
(Student Assessment) Policy Goal 3 Lever 2: System Alignment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL3.LVL3\",\"name\":\"SABER:
(Student Assessment) Policy Goal 3 Lever 3: Assessment Quality\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL4\",\"name\":\"SABER:
(Student Assessment) Policy Goal 4: International Large-Scale Assessment (ILSA)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL4.LVL1\",\"name\":\"SABER:
(Student Assessment) Policy Goal 4 Lever 1: Enabling Context\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL4.LVL2\",\"name\":\"SABER:
(Student Assessment) Policy Goal 4 Lever 2: System Alignment\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.STD.ASS.GOAL4.LVL3\",\"name\":\"SABER:
(Student Assessment) Policy Goal 4 Lever 3: Assessment Quality\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL1\",\"name\":\"SABER:
(Teachers) Policy Goal 1: Setting clear expectations for teachers\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL1.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 1 Lever 1: Are there clear expectations for teachers?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL1.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 1 Lever 2: Is there useful guidance on the use of teachers'
working time?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL2\",\"name\":\"SABER:
(Teachers) Policy Goal 2: Attracting the best into teaching\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL2.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 2 Lever 1: Are entry requirements set up to attract
talented candidates?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL2.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 2 Lever 2: Is teacher pay appealing for talented candidates?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL2.LVL3\",\"name\":\"SABER:
(Teachers) Policy Goal 2 Lever 3: Are working conditions appealing for talented
applicants?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL2.LVL4\",\"name\":\"SABER:
(Teachers) Policy Goal 2 Lever 4: Are there attractive career opportunities?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL3\",\"name\":\"SABER:
(Teachers) Policy Goal 3: Preparing teachers with useful Training and experience\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL3.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 3 Lever 1: Are there minimum standards for pre-service
teaching education programs?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL3.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 3 Lever 2: To what extent are teacher-entrants required
to be familiar with classroom practice?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL4\",\"name\":\"SABER:
(Teachers) Policy Goal 4: Matching teachers' skills with students' needs\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL4.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 4 Lever 1: Are there incentives for teachers to work
at hard-to-staff schools?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL4.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 4 Lever 2: Are there incentives for teachers to teach
critical shortage subjects?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL5\",\"name\":\"SABER:
(Teachers) Policy Goal 5: Leading teachers with strong principals\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL5.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 5 Lever 1: Does the education system invest in developing
qualified school leaders?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL5.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 5 Lever 2: Are principals expected to support and improve
instructional practice?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL6\",\"name\":\"SABER:
(Teachers) Policy Goal 6: Monitoring teaching and learning\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL6.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 6 Lever 1: Are there systems in place to assess student
learning in order to inform teaching and policy?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL6.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 6 Lever 2: Are there systems in place to monitor teacher
performance?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL6.LVL3\",\"name\":\"SABER:
(Teachers) Policy Goal 6 Lever 3: Are there multiple mechanisms to evaluate
teacher performance?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL7\",\"name\":\"SABER:
(Teachers) Policy Goal 7: Supporting teachers to improve instruction\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL7.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 7 Lever 1: Are there opportunities for professional
development?\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL7.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 7 Lever 2: Is teacher professional development collaborative
and focused on instructional improvement?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL7.LVL3\",\"name\":\"SABER:
(Teachers) Policy Goal 7 Lever 3: Is teacher professional development assigned
based on perceived needs?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL8\",\"name\":\"SABER:
(Teachers) Policy Goal 8: Motivating teachers to perform\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL8.LVL1\",\"name\":\"SABER:
(Teachers) Policy Goal 8 Lever 1: Are career opportunities linked to performance?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL8.LVL2\",\"name\":\"SABER:
(Teachers) Policy Goal 8 Lever 2: Are there mechanisms to hold teachers accountable?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.TECH.GOAL8.LVL3\",\"name\":\"SABER:
(Teachers) Policy Goal 8 Lever 3: Is teacher compensation linked to performance?\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL1\",\"name\":\"SABER:
(Workforce Development) Policy Goal 1: Strategic Framework\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL1.LVL1\",\"name\":\"SABER:
(Workforce Development) Policy Goal 1 Lever 1: Setting a Strategic Direction\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL1.LVL2\",\"name\":\"SABER:
(Workforce Development) Policy Goal 1 Lever 2: Fostering a Demand-Driven Approach\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL1.LVL3\",\"name\":\"SABER:
(Workforce Development) Policy Goal 1 Lever 3: Strengthening Critical Coordination\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL2\",\"name\":\"SABER:
(Workforce Development) Policy Goal 2: System Oversight\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL2.LVL1\",\"name\":\"SABER:
(Workforce Development) Policy Goal 2 Lever 1: Ensuring Efficiency and Equity
in Funding\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL2.LVL2\",\"name\":\"SABER:
(Workforce Development) Policy Goal 2 Lever 2: Assuring Relevant and Reliable
Standards\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL2.LVL3\",\"name\":\"SABER:
(Workforce Development) Policy Goal 2 Lever 3: Diversifying Pathways for Skills
Acquisition\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL3\",\"name\":\"SABER:
(Workforce Development) Policy Goal 3: Service Delivery\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Data Read: 1=Latent; 2=Emerging; 3Established;
4=Advanced\",\"sourceOrganization\":\"The Systems Approach for Better Education
Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL3.LVL1\",\"name\":\"SABER:
(Workforce Development) Policy Goal 3 Lever 1: Enabling Diversity and Excellence
in Training Provision\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL3.LVL2\",\"name\":\"SABER:
(Workforce Development) Policy Goal 3 Lever 2: Fostering Relevance in Public
Training Programs\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SABER.WORK.GOAL3.LVL3\",\"name\":\"SABER:
(Workforce Development) Policy Goal 3 Lever 3: Enhancing Evidence-based Accountability
for Results\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Data
Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"sourceOrganization\":\"The
Systems Approach for Better Education Results (SABER), World Bank\",\"topics\":[]},{\"id\":\"SAWNWD_CMR\",\"name\":\"Sawnwood,
Cameroon, $\\/cum, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Sawnwood (Cameroon),
sapele, width 6 inches or more, length 6 feet or more, f.a.s. Cameroonian
ports\",\"sourceOrganization\":\"International Tropical Timber Organization;
Marches Tropicaux et Mediterraneens; World Bank.\",\"topics\":[]},{\"id\":\"SAWNWD_MYS\",\"name\":\"Sawnwood,
Malaysia, $\\/cum, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Sawnwood (Malaysia),
dark red seraya\\/meranti, select and better quality, average 7 to 8 inches;
length average 12 to 14 inches; thickness 1 to 2 inch(es); kiln dry, c. &
f. UK ports, with 5% agents commission including premium for products of certified
sustainable forest beginning January 2005; previously excluding the premium\",\"sourceOrganization\":\"International
Tropical Timber Market Report; Tropical Timbers; World Bank.\",\"topics\":[]},{\"id\":\"SE.ADT.1524.LT.FE.ZS\",\"name\":\"Literacy
rate, youth female (% of females ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth literacy rate is the percentage
of people ages 15-24 who can both read and write with understanding a short
simple statement about their everyday life.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.ADT.1524.LT.FM.ZS\",\"name\":\"Literacy
rate, youth (ages 15-24), gender parity index (GPI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gender parity index for youth literacy
rate is the ratio of females to males ages 15-24 who can both read and write
with understanding a short simple statement about their everyday life.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SE.ADT.1524.LT.MA.ZS\",\"name\":\"Literacy rate,
youth male (% of males ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth literacy rate is the percentage
of people ages 15-24 who can both read and write with understanding a short
simple statement about their everyday life.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.ADT.1524.LT.ZS\",\"name\":\"Youth
literacy rate, population 15-24 years, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of people age 15 to 24 years
who can both read and write with understanding a short simple statement on
their everyday life, divided by the population in that age group. Generally,
\u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to
make simple arithmetic calculations. Divide the number of people aged 15 to
24 years who are literate by the total population in the same age group and
multiply the result by 100.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.ADT.LITR.FE.ZS\",\"name\":\"Literacy
rate, adult female (% of females ages 15 and above)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adult literacy rate is the percentage
of people ages 15 and above who can both read and write with understanding
a short simple statement about their everyday life.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.ADT.LITR.MA.ZS\",\"name\":\"Literacy rate, adult male (%
of males ages 15 and above)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Adult literacy rate is the percentage of people
ages 15 and above who can both read and write with understanding a short simple
statement about their everyday life.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.ADT.LITR.ZS\",\"name\":\"Adult
literacy rate, population 15+ years, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of the population age
15 and above who can, with understanding, read and write a short, simple statement
on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019,
the ability to make simple arithmetic calculations. This indicator is calculated
by dividing the number of literates aged 15 years and over by the corresponding
age group population and multiplying the result by 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.COM.DURS\",\"name\":\"Duration of compulsory education
(years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Number
of years that children are legally obliged to attend school.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.ENR.ORPH\",\"name\":\"Ratio of school attendance of orphans
to school attendance of non-orphans ages 10-14\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Ratio of school attendance
of orphans to school attendance of non orphans is the ratio of school attendance
of orphans to school attendance of non orphans ages 10-14.\",\"sourceOrganization\":\"United
Nations Children's Fund (UNICEF) (UN MDG site).\",\"topics\":[]},{\"id\":\"SE.ENR.PRIM.FM.ZS\",\"name\":\"School
enrollment, primary (gross), gender parity index (GPI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gender parity index for gross enrollment
ratio in primary education is the ratio of girls to boys enrolled at primary
level in public and private schools.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SE.ENR.PRSC.FM.ZS\",\"name\":\"School enrollment,
primary and secondary (gross), gender parity index (GPI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gender parity index for gross enrollment
ratio in primary and secondary education is the ratio of girls to boys enrolled
at primary and secondary levels in public and private schools.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid Effectiveness
\"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SE.ENR.PRSC.FM.ZS.GL\",\"name\":\"Ratio of girls
to boys in primary and secondary education (%), path to goal\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"This indicator is created for the use
of DDP chart. Values are linear growth \\\"path\\\" to achieving the goal
by 2015, given the initial value around 1990.\",\"sourceOrganization\":\"World
Bank staff estimates\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium development
goals\"}]},{\"id\":\"SE.ENR.SECO.FM.ZS\",\"name\":\"School enrollment, secondary
(gross), gender parity index (GPI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gender parity index for gross enrollment
ratio in secondary education is the ratio of girls to boys enrolled at secondary
level in public and private schools.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SE.ENR.TERT.FM.ZS\",\"name\":\"School enrollment,
tertiary (gross), gender parity index (GPI)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gender parity index for gross enrollment
ratio in tertiary education is the ratio of women to men enrolled at tertiary
level in public and private schools.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SE.IPR.HIAT.FE.ZS\",\"name\":\"Educational attainment,
some primary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained some primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.IPR.HIAT.MA.ZS\",\"name\":\"Educational
attainment, some primary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained some primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.IPR.HIAT.ZS\",\"name\":\"Educational
attainment, some primary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained some primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.JRSEC.NENR.ZS\",\"name\":\"Net
Enrollment Ratio: Junior Secondary (in %)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SE.LITR.15UP.ZS\",\"name\":\"Literacy
Rate for Population age 15 and over (in % of total population)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SE.NED.HIAT.FE.ZS\",\"name\":\"Educational
attainment, no schooling, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that have no education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.NED.HIAT.MA.ZS\",\"name\":\"Educational
attainment, no schooling, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that have no education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.NED.HIAT.ZS\",\"name\":\"Educational
attainment, no schooling, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that have no education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.NEXM.SCR.JRSEC\",\"name\":\"Average
National Exam Score: Junior Secondary Level (out of 100, available only in
district level for 2009)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.NEXM.SCR.PRM\",\"name\":\"Average
National Exam Score: Primary Level (out of 100, available only in district
level for 2009)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.NEXM.SCR.SRSEC\",\"name\":\"Average
National Exam Score: Senior Secondary Level (out of 100, available only in
district level for 2009)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.PRE.DURS\",\"name\":\"Preprimary
education, duration (years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Preprimary duration refers to the number of
grades (years) in preprimary school.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.ENRL\",\"name\":\"Enrolment
in pre-primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private pre-primary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.ENRL.FE\",\"name\":\"Enrolment in pre-primary education,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in public and private pre-primary education
institutions regardless of age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.ENRL.FE.ZS\",\"name\":\"Percentage
of students in pre-primary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students at the pre-primary
level expressed as a percentage of the total number of students (male and
female) at the pre-primary level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.ENRL.TC.ZS\",\"name\":\"Pupil-teacher ratio in pre-primary
education (headcount basis)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Average number of pupils per teacher at a given
level of education, based on headcounts of both pupils and teachers. Divide
the total number of pupils enrolled at the specified level of education by
the number of teachers at the same level. In computing and interpreting this
indicator, one should take into account the existence of part-time teaching,
school-shifts, multi-grade classes and other practices that may affect the
precision and meaningfulness of pupil-teacher ratios. When feasible, the number
of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers;
a double-shift teacher is counted twice, etc. Teachers are defined as persons
whose professional activity involves the transmitting of knowledge, attitudes
and skills that are stipulated in a formal curriculum programme to students
enrolled in a formal educational institution.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.ENRR\",\"name\":\"Gross enrolment ratio, pre-primary,
both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
enrollment in pre-primary education, regardless of age, expressed as a percentage
of the total population of official pre-primary education age. GER can exceed
100% due to the inclusion of over-aged and under-aged students because of
early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.ENRR.FE\",\"name\":\"Gross enrolment ratio, pre-primary,
female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
female enrollment in pre-primary education, regardless of age, expressed as
a percentage of the total female population of official pre-primary education
age. GER can exceed 100% due to the inclusion of over-aged and under-aged
students because of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRE.ENRR.MA\",\"name\":\"Gross
enrolment ratio, pre-primary, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total male enrollment in pre-primary
education, regardless of age, expressed as a percentage of the total male
population of official pre-primary education age. GER can exceed 100% due
to the inclusion of over-aged and under-aged students because of early or
late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRE.NENR\",\"name\":\"Net
enrolment rate, pre-primary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for pre-primary education enrolled in that level, expressed as a
percentage of the total population in that age group. Divide the number of
students enrolled who are of the official age group for pre-primary education
by the population for the same age group and multiply the result by 100. NER
at each level of education should be based on enrolment of the relevant age
group in all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.NENR.FE\",\"name\":\"Net enrolment rate, pre-primary,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in the theoretical age group for pre-primary education
enrolled in that level, expressed as a percentage of the total female population
in that age group. Divide the number of female students enrolled who are of
the official age group for pre-primary education by the female population
for the same age group and multiply the result by 100. NER at each level of
education should be based on enrolment of the relevant age group in all types
of schools and education institutions, including public, private and all other
institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.NENR.MA\",\"name\":\"Net enrolment rate, pre-primary,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students in the theoretical age group for pre-primary education
enrolled in that level, expressed as a percentage of the total male population
in that age group. Divide the number of male students enrolled who are of
the official age group for pre-primary education by the male population for
the same age group and multiply the result by 100. NER at each level of education
should be based on enrolment of the relevant age group in all types of schools
and education institutions, including public, private and all other institutions
that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.PRIV.ZS\",\"name\":\"Percentage of enrolment in pre-primary
education in private institutions (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in pre-primary education
enrolled in institutions that are not operated by a public authority but controlled
and managed, whether for profit or not, by a private body (e.g., non-governmental
organisation, religious body, special interest group, foundation or business
enterprise), expressed as a percentage of total number of students enrolled
in pre-primary education.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.TCAQ.FE.ZS\",\"name\":\"Trained
teachers in preprimary education, female (% of female teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in preprimary
education are the percentage of preprimary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.TCAQ.MA.ZS\",\"name\":\"Trained
teachers in preprimary education, male (% of male teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in preprimary
education are the percentage of preprimary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.TCAQ.ZS\",\"name\":\"Trained
teachers in preprimary education (% of total teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in preprimary
education are the percentage of preprimary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.TCHR\",\"name\":\"Teachers
in pre-primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of teachers in public and private
pre-primary education institutions. Teachers are persons employed full time
or part time in an official capacity to guide and direct the learning experience
of pupils and students, irrespective of their qualifications or the delivery
mechanism, i.e. face-to-face and\\/or at a distance. This definition excludes
educational personnel who have no active teaching duties (e.g. headmasters,
headmistresses or principals who do not teach) and persons who work occasionally
or in a voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRE.TCHR.FE\",\"name\":\"Teachers in pre-primary education,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female teachers in public and private pre-primary education institutions.
Teachers are persons employed full time or part time in an official capacity
to guide and direct the learning experience of pupils and students, irrespective
of their qualifications or the delivery mechanism, i.e. face-to-face and\\/or
at a distance. This definition excludes educational personnel who have no
active teaching duties (e.g. headmasters, headmistresses or principals who
do not teach) and persons who work occasionally or in a voluntary capacity
in educational institutions.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRE.TCHR.FE.ZS\",\"name\":\"Percentage
of teachers in pre-primary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female teachers at the pre-primary
level expressed as a percentage of the total number of teachers (male and
female) at the pre-primary level in a given school year. Teachers are persons
employed full time or part time in an official capacity to guide and direct
the learning experience of pupils and students, irrespective of their qualifications
or the delivery mechanism, i.e. face-to-face and\\/or at a distance. This
definition excludes educational personnel who have no active teaching duties
(e.g. headmasters, headmistresses or principals who do not teach) and persons
who work occasionally or in a voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.AGES\",\"name\":\"Official entrance age to primary
education (years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Age at which students would enter primary education,
assuming they had started at the official entrance age for the lowest level
of education, had studied full-time throughout and had progressed through
the system without repeating or skipping a grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.CMPL.FE.ZS\",\"name\":\"Primary completion rate, female,
based on completers\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Primary
completion rate is the percentage of students completing the last year of
primary school. The rate based on completers is calculated by taking the total
number of completers in the last grade of primary school divided by the total
number of children of official graduation age.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.CMPL.MA.ZS\",\"name\":\"Primary
completion rate, male, based on completers\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Primary completion rate is the percentage of
students completing the last year of primary school. The rate based on completers
is calculated by taking the total number of completers in the last grade of
primary school divided by the total number of children of official graduation
age.\",\"sourceOrganization\":\"United Nations Educational, Scientific, and
Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.CMPL.ZS\",\"name\":\"Primary completion rate, total,
based on completers\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Primary
completion rate is the percentage of students completing the last year of
primary school. The rate based on completers is calculated by taking the total
number of completers in the last grade of primary school divided by the total
number of children of official graduation age.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.CMPT.FE.ZS\",\"name\":\"Primary
completion rate, female (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary completion rate, or gross
intake ratio to the last grade of primary education, is the number of new
entrants (enrollments minus repeaters) in the last grade of primary education,
regardless of age, divided by the population at the entrance age for the last
grade of primary education. Data limitations preclude adjusting for students
who drop out during the final year of primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.CMPT.MA.ZS\",\"name\":\"Primary
completion rate, male (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary completion rate, or gross
intake ratio to the last grade of primary education, is the number of new
entrants (enrollments minus repeaters) in the last grade of primary education,
regardless of age, divided by the population at the entrance age for the last
grade of primary education. Data limitations preclude adjusting for students
who drop out during the final year of primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.CMPT.ZS\",\"name\":\"Primary
completion rate, total (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary completion rate, or gross
intake ratio to the last grade of primary education, is the number of new
entrants (enrollments minus repeaters) in the last grade of primary education,
regardless of age, divided by the population at the entrance age for the last
grade of primary education. Data limitations preclude adjusting for students
who drop out during the final year of primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"2\",\"value\":\"Aid Effectiveness
\"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.CMPT.ZS.GL\",\"name\":\"Primary completion rate, total
(% of relevant age group), path to goal\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"This indicator is created for the use
of DDP chart. Values are linear growth \\\"path\\\" to achieving the goal
by 2015, given the initial value around 1990.\",\"sourceOrganization\":\"World
Bank staff estimates\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium development
goals\"}]},{\"id\":\"SE.PRM.CUAT.FE.ZS\",\"name\":\"Educational attainment,
at least completed primary, population 25+ years, female (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.CUAT.MA.ZS\",\"name\":\"Educational
attainment, at least completed primary, population 25+ years, male (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.CUAT.ZS\",\"name\":\"Educational
attainment, at least completed primary, population 25+ years, total (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.DROP.FE.ZS\",\"name\":\"Cumulative
drop-out rate to the last grade of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Cumulative dropout rate in primary education is calculated
by subtracting the survival rate from 100 at a given grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.DROP.MA.ZS\",\"name\":\"Cumulative drop-out rate to
the last grade of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Cumulative dropout rate in primary education is calculated
by subtracting the survival rate from 100 at a given grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.DROP.ZS\",\"name\":\"Cumulative drop-out rate to the
last grade of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Cumulative dropout rate in primary education is calculated
by subtracting the survival rate from 100 at a given grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.DURS\",\"name\":\"Theoretical duration of primary education
(years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Number
of grades (years) in primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.ENRL\",\"name\":\"Enrolment in primary education, both
sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
number of students enrolled in public and private primary education institutions
regardless of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.ENRL.FE\",\"name\":\"Enrolment in primary education,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in public and private primary education
institutions regardless of age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.ENRL.FE.ZS\",\"name\":\"Primary
education, pupils (% female)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female pupils as a percentage of
total pupils at primary level include enrollments in public and private schools.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.ENRL.TC.ZS\",\"name\":\"Pupil-teacher
ratio in primary education (headcount basis)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Primary school pupil-teacher ratio
is the average number of pupils per teacher in primary school.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.ENRR\",\"name\":\"Gross enrollment ratio, primary,
both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
enrollment in primary education, regardless of age, expressed as a percentage
of the population of official primary education age. GER can exceed 100% due
to the inclusion of over-aged and under-aged students because of early or
late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.ENRR.FE\",\"name\":\"School enrollment, primary, female
(% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
enrollment ratio is the ratio of total enrollment, regardless of age, to the
population of the age group that officially corresponds to the level of education
shown. Primary education provides children with basic reading, writing, and
mathematics skills along with an elementary understanding of such subjects
as history, geography, natural science, social science, art, and music.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.ENRR.MA\",\"name\":\"School
enrollment, primary, male (% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross enrollment ratio is the ratio
of total enrollment, regardless of age, to the population of the age group
that officially corresponds to the level of education shown. Primary education
provides children with basic reading, writing, and mathematics skills along
with an elementary understanding of such subjects as history, geography, natural
science, social science, art, and music.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.GINT.FE.ZS\",\"name\":\"Gross
intake ratio to Grade 1 of primary education, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of new female entrants
in the first grade of primary education, regardless of age, expressed as a
percentage of the population at the official primary school-entrance age.
A high GIR indicates a high degree of access to primary education. As this
calculation includes all new entrants in Grade 1 (regardless of age), the
ratio can exceed 100% due to over-aged and under-aged children entering primary
school for the first time.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.GINT.MA.ZS\",\"name\":\"Gross
intake ratio to Grade 1 of primary education, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of new male entrants
in the first grade of primary education, regardless of age, expressed as a
percentage of the population at the official primary school-entrance age.
A high GIR indicates a high degree of access to primary education. As this
calculation includes all new entrants in Grade 1 (regardless of age), the
ratio can exceed 100% due to over-aged and under-aged children entering primary
school for the first time.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.GINT.ZS\",\"name\":\"Gross
intake ratio to Grade 1 of primary education, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of new entrants in
the first grade of primary education, regardless of age, expressed as a percentage
of the population at the official primary school-entrance age. A high GIR
indicates a high degree of access to primary education. As this calculation
includes all new entrants in Grade 1 (regardless of age), the ratio can exceed
100% due to over-aged and under-aged children entering primary school for
the first time.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.HIAT.FE.ZS\",\"name\":\"Educational attainment, completed
primary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.HIAT.MA.ZS\",\"name\":\"Educational
attainment, completed primary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.HIAT.ZS\",\"name\":\"Educational
attainment, completed primary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed primary education as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.NENR\",\"name\":\"Net
enrolment rate, primary, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students in the
theoretical age group for primary education enrolled in that level, expressed
as a percentage of the total population in that age group. Divide the number
of students enrolled who are of the official age group for primary education
by the population for the same age group and multiply the result by 100. NER
at each level of education should be based on enrolment of the relevant age
group in all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes.
A high NER denotes a high degree of coverage for the official school-age population.
The theoretical maximum value is 100%. Increasing trends can be considered
as reflecting improving coverage at the specified level of education. When
the NER is compared with the GER, the difference between the two highlights
the incidence of under-aged and over-aged enrolment. If the NER is below 100%,
then the complement, i.e. the difference with 100%, provides a measure of
the proportion of children not enrolled at the specified level of education.
However, since some of these children\\/youth could be enrolled at other levels
of education, this difference should in no way be considered as indicating
the percentage of students not enrolled. To measure universal primary education,
for example, adjusted primary NER is calculated on the basis of the percentage
of children in the official primary school age range who are enrolled in either
primary or secondary education. A more precise complementary indicator is
the Age-specific enrolment ratio (ASER) which shows the participation in education
of the population of each particular age, regardless of the level of education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.NENR.FE\",\"name\":\"School enrollment, primary, female
(% net)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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. Primary
education provides children with basic reading, writing, and mathematics skills
along with an elementary understanding of such subjects as history, geography,
natural science, social science, art, and music.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.NENR.MA\",\"name\":\"School
enrollment, primary, male (% net)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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. Primary education provides children
with basic reading, writing, and mathematics skills along with an elementary
understanding of such subjects as history, geography, natural science, social
science, art, and music.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.NENR.ZS\",\"name\":\"Net
Enrollment Ratio: Primary (in %)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SE.PRM.NINT.FE.ZS\",\"name\":\"Net
intake rate in grade 1, female (% of official school-age population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net intake rate in grade 1 is the
number of new entrants in the first grade of primary education who are of
official primary school entrance age, expressed as a percentage of the population
of the corresponding age.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.NINT.MA.ZS\",\"name\":\"Net
intake rate in grade 1, male (% of official school-age population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net intake rate in grade 1 is the
number of new entrants in the first grade of primary education who are of
official primary school entrance age, expressed as a percentage of the population
of the corresponding age.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.NINT.ZS\",\"name\":\"Net
intake rate to Grade 1 of primary education, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of new entrants in the first
grade of primary education who are of the official primary school-entrance
age, expressed as a percentage of the population of the same age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.OENR.FE.ZS\",\"name\":\"Over-age students, primary,
female (% of female enrollment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Over-age students are the percentage
of those enrolled who are older than the official school-age range for primary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.OENR.MA.ZS\",\"name\":\"Over-age students, primary,
male (% of male enrollment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Over-age students are the percentage of those
enrolled who are older than the official school-age range for primary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.OENR.ZS\",\"name\":\"Over-age
students, primary (% of enrollment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Over-age students are the percentage
of those enrolled who are older than the official school-age range for primary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.PRIV.ZS\",\"name\":\"Percentage of enrolment in primary
education in private institutions (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students in primary
education enrolled in institutions that are not operated by a public authority
but controlled and managed, whether for profit or not, by a private body (e.g.,
non-governmental organisation, religious body, special interest group, foundation
or business enterprise), expressed as a percentage of total number of students
enrolled in primary education.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.PRS5.FE.ZS\",\"name\":\"Persistence
to grade 5, female (% of cohort)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Persistence to grade 5 (percentage
of cohort reaching grade 5) is the share of children enrolled in the first
grade of primary school who eventually reach grade 5. The estimate is based
on the reconstructed cohort method.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.PRS5.MA.ZS\",\"name\":\"Persistence
to grade 5, male (% of cohort)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Persistence to grade 5 (percentage
of cohort reaching grade 5) is the share of children enrolled in the first
grade of primary school who eventually reach grade 5. The estimate is based
on the reconstructed cohort method.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.PRS5.ZS\",\"name\":\"Survival
rate to Grade 5 of primary education, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of a cohort of students
enrolled in the first grade of primary education in a given school year who
are expected to reach grade 5, regardless of repetition. Divide the total
number of students belonging to a school-cohort who reached each successive
grade of primary education by the number of students in the school-cohort
i.e. those originally enrolled in the first grade of primary education, and
multiply the result by 100. The survival rate is calculated on the basis of
the reconstructed cohort method, which uses data on enrolment and repeaters
for two consecutive years.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.PRSL.FE.ZS\",\"name\":\"Survival
rate to the last grade of primary education, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of a cohort of female
students enrolled in the first grade of primary education in a given school
year who are expected to reach the last grade of primary education, regardless
of repetition. Divide the total number of students belonging to a school-cohort
who reached each successive grade of primary education by the number of students
in the school-cohort i.e. those originally enrolled in the first grade of
primary education, and multiply the result by 100. The survival rate is calculated
on the basis of the reconstructed cohort method, which uses data on enrolment
and repeaters for two consecutive years.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.PRSL.MA.ZS\",\"name\":\"Survival
rate to the last grade of primary education, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of a cohort of male
students enrolled in the first grade of primary education in a given school
year who are expected to reach the last grade of primary education, regardless
of repetition. Divide the total number of students belonging to a school-cohort
who reached each successive grade of primary education by the number of students
in the school-cohort i.e. those originally enrolled in the first grade of
primary education, and multiply the result by 100. The survival rate is calculated
on the basis of the reconstructed cohort method, which uses data on enrolment
and repeaters for two consecutive years.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.PRSL.ZS\",\"name\":\"Survival
rate to the last grade of primary education, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of a cohort of students
enrolled in the first grade of primary education in a given school year who
are expected to reach the last grade of primary education, regardless of repetition.
Divide the total number of students belonging to a school-cohort who reached
each successive grade of primary education by the number of students in the
school-cohort i.e. those originally enrolled in the first grade of primary
education, and multiply the result by 100. The survival rate is calculated
on the basis of the reconstructed cohort method, which uses data on enrolment
and repeaters for two consecutive years.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.REPT.FE.ZS\",\"name\":\"Percentage of repeaters in
primary education, all grades, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of female students
enrolled in the same grade as in the previous year, expressed as a percentage
of all female students enrolled in primary school. It is calculated by dividing
the sum of female repeaters in all grades of primary education by the total
female enrolment of primary education and multiplying the result by 100. The
definition of repeaters should be unambiguously applied to include even pupils
repeating more than once in the same grade and those who repeat the same grade
while transferring from one school to another. Students who were not studying
in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.REPT.MA.ZS\",\"name\":\"Percentage
of repeaters in primary education, all grades, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of male students enrolled
in the same grade as in the previous year, expressed as a percentage of all
male students enrolled in primary school. It is calculated by dividing the
sum of male repeaters in all grades of primary education by the total male
enrolment of primary education and multiplying the result by 100. The definition
of repeaters should be unambiguously applied to include even pupils repeating
more than once in the same grade and those who repeat the same grade while
transferring from one school to another. Students who were not studying in
the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.REPT.ZS\",\"name\":\"Percentage
of repeaters in primary education, all grades, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students enrolled
in the same grade as in the previous year, expressed as a percentage of all
students enrolled in primary school. It is calculated by dividing the sum
of repeaters in all grades of primary education by the total enrolment of
primary education and multiplying the result by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.TCAQ.FE.ZS\",\"name\":\"Percentage of female teachers
in primary education who are trained, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in primary education
are the percentage of primary school teachers who have received the minimum
organized teacher training (pre-service or in-service) required for teaching
in a given country.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.TCAQ.MA.ZS\",\"name\":\"Percentage
of male teachers in primary education who are trained, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in primary education
are the percentage of primary school teachers who have received the minimum
organized teacher training (pre-service or in-service) required for teaching
in a given country.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.TCAQ.ZS\",\"name\":\"Percentage
of teachers in primary education who are trained, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in primary education
are the percentage of primary school teachers who have received the minimum
organized teacher training (pre-service or in-service) required for teaching
in a given country.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.TCHR\",\"name\":\"Teachers in primary education, both
sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
number of teachers in public and private primary education institutions. Teachers
are persons employed full time or part time in an official capacity to guide
and direct the learning experience of pupils and students, irrespective of
their qualifications or the delivery mechanism, i.e. face-to-face and\\/or
at a distance. This definition excludes educational personnel who have no
active teaching duties (e.g. headmasters, headmistresses or principals who
do not teach) and persons who work occasionally or in a voluntary capacity
in educational institutions.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.TCHR.FE\",\"name\":\"Teachers
in primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female teachers in public and
private primary education institutions. Teachers are persons employed full
time or part time in an official capacity to guide and direct the learning
experience of pupils and students, irrespective of their qualifications or
the delivery mechanism, i.e. face-to-face and\\/or at a distance. This definition
excludes educational personnel who have no active teaching duties (e.g. headmasters,
headmistresses or principals who do not teach) and persons who work occasionally
or in a voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.TCHR.FE.ZS\",\"name\":\"Primary education, teachers
(% female)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Female
teachers as a percentage of total primary education teachers includes full-time
and part-time teachers.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.TENR\",\"name\":\"Adjusted
net enrolment rate, primary, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students of the
official primary school age group who are enrolled at primary or secondary
education, expressed as a percentage of the corresponding population. Divide
the total number of students in the official primary school age range who
are enrolled in primary or secondary education by the population of the same
age group and multiply the result by 100. NERA should be based on total enrolment
of the official primary school participation age group in primary and secondary
education for all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes
(pre-primary education must be excluded). NERA gives more precise measure
of the participation of the official primary school age population to the
education system (excluding pre-primary education). It reflects the actual
level of achievement of the Universal Primary Education (UPE) goal. In fact,
while the Net enrolment rate (NER) shows the coverage of pupils in the official
primary school age group in the primary education level only, the NERA extends
the measure to those of the official primary school age range who have reached
secondary education because they might access primary education earlier than
the official entrance or they might skip some grades due to their performance.
Increasing NERA might mirror improving participation of children in the official
primary school age, the decrease of the target population or both. A value
of 100% indicates theoretically that the country has accomplished the UPE
goal. However, this condition is not sufficient for UPE due to, for example,
a high repetition rate, which might lead pupils to dropout after primary school
age without completing primary education. The difference between NERA and
NER provides a measure of the proportion of children in the official primary
age group who are enrolled in secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.TENR.FE\",\"name\":\"Adjusted net enrollment rate,
primary, female (% of primary school age children)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net enrollment is the
number of pupils of the school-age group for primary education, enrolled either
in primary or secondary education, expressed as a percentage of the total
population in that age group.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.TENR.MA\",\"name\":\"Adjusted
net enrollment rate, primary, male (% of primary school age children)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adjusted net enrollment is the
number of pupils of the school-age group for primary education, enrolled either
in primary or secondary education, expressed as a percentage of the total
population in that age group.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.UNER\",\"name\":\"Out-of-school
children of primary school age, both sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in the official primary
school age range who are not enrolled in either primary or secondary schools.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.PRM.UNER.FE\",\"name\":\"Children out of school, primary,
female\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Children
out of school are the number of primary-school-age children not enrolled in
primary or secondary school.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.UNER.FE.ZS\",\"name\":\"Children
out of school, female (% of female primary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children out of school are the
percentage of primary-school-age children who are not enrolled in primary
or secondary school. Children in the official primary age group that are in
preprimary education should be considered out of school.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.UNER.MA\",\"name\":\"Children
out of school, primary, male\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children out of school are the
number of primary-school-age children not enrolled in primary or secondary
school.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.PRM.UNER.MA.ZS\",\"name\":\"Children
out of school, male (% of male primary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children out of school are the
percentage of primary-school-age children who are not enrolled in primary
or secondary school. Children in the official primary age group that are in
preprimary education should be considered out of school.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.PRM.UNER.ZS\",\"name\":\"Children
out of school (% of primary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children out of school are the
percentage of primary-school-age children who are not enrolled in primary
or secondary school. Children in the official primary age group that are in
preprimary education should be considered out of school.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SCH.LIFE\",\"name\":\"School
life expectancy, primary to tertiary, both sexes (years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Number of years a person of school
entrance age can expect to spend within the specified level of education.
For a child of a certain age a, the school life expectancy is calculated as
the sum of the age specific enrolment rates for the levels of education specified.
The part of the enrolment that is not distributed by age is divided by the
school-age population for the level of education they are enrolled in, and
multiplied by the duration of that level of education. The result is then
added to the sum of the age-specific enrolment rates. A relatively high SLE
indicates greater probability for children to spend more years in education
and higher overall retention within the education system. It must be noted
that the expected number of years does not necessarily coincide with the expected
number of grades of education completed, because of repetition. Since school
life expectancy is an average based on participation in different levels of
education, the expected number of years of schooling may be pulled down by
the magnitude of children who never go to school. Those children who are in
school may benefit from many more years of education than the average.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"SE.SCH.LIFE.FE\",\"name\":\"Expected
years of schooling, female\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Expected years of schooling is
the number of years a child of school entrance age is expect to spend at school,
or university, including years spent on repetition. It is the sum of the age-specific
enrolment ratios for primary, secondary, post-secondary non-tertiary and tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SCH.LIFE.MA\",\"name\":\"Expected
years of schooling, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Expected years of schooling is the number of
years a child of school entrance age is expect to spend at school, or university,
including years spent on repetition. It is the sum of the age-specific enrolment
ratios for primary, secondary, post-secondary non-tertiary and tertiary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SCHL.JRSEC\",\"name\":\"Number
of schools at Junior Secondary Level\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SE.SCHL.PRM\",\"name\":\"Number
of schools at Primary Level\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SE.SCHL.SRSEC\",\"name\":\"Number
of schools at Senior Secondary level\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SE.SEC.AGES\",\"name\":\"Official
entrance age to lower secondary education (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Age at which students would enter
lower secondary education, assuming they had started at the official entrance
age for the lowest level of education, had studied full-time throughout and
had progressed through the system without repeating or skipping a grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.CMPT.LO.FE.ZS\",\"name\":\"Lower secondary completion
rate, female (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Lower secondary education completion
rate is measured as the gross intake ratio to the last grade of lower secondary
education (general and pre-vocational). It is calculated as the number of
new entrants in the last grade of lower secondary education, regardless of
age, divided by the population at the entrance age for the last grade of lower
secondary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.CMPT.LO.MA.ZS\",\"name\":\"Lower secondary completion
rate, male (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Lower secondary education completion
rate is measured as the gross intake ratio to the last grade of lower secondary
education (general and pre-vocational). It is calculated as the number of
new entrants in the last grade of lower secondary education, regardless of
age, divided by the population at the entrance age for the last grade of lower
secondary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.CMPT.LO.ZS\",\"name\":\"Lower secondary completion
rate, total (% of relevant age group)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Lower secondary education completion
rate is measured as the gross intake ratio to the last grade of lower secondary
education (general and pre-vocational). It is calculated as the number of
new entrants in the last grade of lower secondary education, regardless of
age, divided by the population at the entrance age for the last grade of lower
secondary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.CUAT.LO.FE.ZS\",\"name\":\"Educational attainment,
at least competed lower secondary, population 25+, female (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.LO.MA.ZS\",\"name\":\"Educational
attainment, at least competed lower secondary, population 25+, male (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.LO.ZS\",\"name\":\"Educational
attainment, at least competed lower secondary, population 25+, total (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.PO.FE.ZS\",\"name\":\"Educational
attainment, at least competed post-secondary, population 25+, female (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.PO.MA.ZS\",\"name\":\"Educational
attainment, at least competed post-secondary, population 25+, male (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.PO.ZS\",\"name\":\"Educational
attainment, at least competed post-secondary, population 25+, total (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.UP.FE.ZS\",\"name\":\"Educational
attainment, at least competed upper secondary, population 25+, female (%)
(cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed upper
secondary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.UP.MA.ZS\",\"name\":\"Educational
attainment, at least competed upper secondary, population 25+, male (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed upper secondary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.CUAT.UP.ZS\",\"name\":\"Educational
attainment, at least competed upper secondary, population 25+, total (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed upper secondary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.DURS\",\"name\":\"Theoretical
duration of secondary education (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of grades (years) in secondary
education (ISCED 2 and 3).\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.DURS.LO\",\"name\":\"Theoretical
duration of lower secondary education (years)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of grades (years) in lower secondary
education.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.DURS.UP\",\"name\":\"Theoretical duration of upper
secondary education (years)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of grades (years) in upper secondary
education.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL\",\"name\":\"Enrolment in secondary education,
both sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Total number of students enrolled at public
and private secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.FE\",\"name\":\"Enrolment in secondary education,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled at public and private secondary education
institutions regardless of age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.ENRL.FE.VO.ZS\",\"name\":\"Percentage
of female students in secondary education enrolled in vocational programmes,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in vocational programmes at the secondary
education level, expressed as a percentage of the total number of female students
enrolled in all programmes (vocational and general) at the secondary level.
Vocational education is designed for learners to acquire the knowledge, skills
and competencies specific to a particular occupation or trade or class of
occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.FE.ZS\",\"name\":\"Secondary education, pupils
(% female)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Female
pupils as a percentage of total pupils at secondary level includes enrollments
in public and private schools.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.ENRL.GC\",\"name\":\"Enrolment
in secondary general, both sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students enrolled
in general programmes at public and private secondary education institutions
regardless of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.GC.FE\",\"name\":\"Enrolment in secondary general,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at public and private
secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.GC.FE.ZS\",\"name\":\"Percentage of students in
secondary general education who are female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of female students enrolled
in general programmes at the secondary education level expressed as a percentage
of the total number of students (male and female) enrolled in general programmes
at the secondary education level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.ENRL.LO.TC.ZS\",\"name\":\"Pupil-teacher
ratio, lower secondary\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Lower secondary school pupil-teacher ratio
is the average number of pupils per teacher in lower secondary school.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.ENRL.MA.VO.ZS\",\"name\":\"Percentage
of male students in secondary education enrolled in vocational programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in vocational programmes at the secondary
education level, expressed as a percentage of the total number of male students
enrolled in all programmes (vocational and general) at the secondary level.
Vocational education is designed for learners to acquire the knowledge, skills
and competencies specific to a particular occupation or trade or class of
occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.TC.ZS\",\"name\":\"Pupil-teacher ratio in secondary
education (headcount basis)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Average number of pupils per teacher at a given
level of education, based on headcounts of both pupils and teachers. Divide
the total number of pupils enrolled at the specified level of education by
the number of teachers at the same level. In computing and interpreting this
indicator, one should take into account the existence of part-time teaching,
school-shifts, multi-grade classes and other practices that may affect the
precision and meaningfulness of pupil-teacher ratios. When feasible, the number
of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers;
a double-shift teacher is counted twice, etc. Teachers are defined as persons
whose professional activity involves the transmitting of knowledge, attitudes
and skills that are stipulated in a formal curriculum programme to students
enrolled in a formal educational institution.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.UP.TC.ZS\",\"name\":\"Pupil-teacher ratio, upper
secondary\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Upper
secondary school pupil-teacher ratio is the average number of pupils per teacher
in upper secondary school.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.VO\",\"name\":\"Enrolment in secondary vocational,
both sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Total number of students enrolled in vocational
programmes at public and private secondary education institutions. Vocational
education is designed for learners to acquire the knowledge, skills and competencies
specific to a particular occupation or trade or class of occupations or trades.
Vocational education may have work-based components (e.g. apprenticeships).
Successful completion of such programmes leads to labour-market relevant vocational
qualifications acknowledged as occupationally-oriented by the relevant national
authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRL.VO.FE\",\"name\":\"Enrolment in secondary vocational,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in vocational programmes at public and
private secondary education institutions. Vocational education is designed
for learners to acquire the knowledge, skills and competencies specific to
a particular occupation or trade or class of occupations or trades. Vocational
education may have work-based components (e.g. apprenticeships). Successful
completion of such programmes leads to labour-market relevant vocational qualifications
acknowledged as occupationally-oriented by the relevant national authorities
and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.ENRL.VO.FE.ZS\",\"name\":\"Percentage
of students in secondary vocational education who are female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of female students enrolled
in vocational programmes at the secondary education level expressed as a percentage
of the total number of students (male and female) enrolled in vocational programmes
at the secondary education level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.ENRL.VO.ZS\",\"name\":\"Percentage
of students in secondary education enrolled in vocational programmes, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in vocational programmes at the secondary education
level, expressed as a percentage of the total number of students enrolled
in all programmes (vocational and general) at the secondary level. Vocational
education is designed for learners to acquire the knowledge, skills and competencies
specific to a particular occupation or trade or class of occupations or trades.
Vocational education may have work-based components (e.g. apprenticeships).
Successful completion of such programmes leads to labour-market relevant vocational
qualifications acknowledged as occupationally-oriented by the relevant national
authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR\",\"name\":\"Gross enrolment ratio, secondary,
both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
enrollment in secondary education, regardless of age, expressed as a percentage
of the population of official secondary education age. GER can exceed 100%
due to the inclusion of over-aged and under-aged students because of early
or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR.FE\",\"name\":\"School enrollment, secondary,
female (% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Gross enrollment ratio is the ratio of total
enrollment, regardless of age, to the population of the age group that officially
corresponds to the level of education shown. 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.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.ENRR.LO\",\"name\":\"Gross
enrolment ratio, lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in lower secondary education,
regardless of age, expressed as a percentage of the total population of official
lower secondary education age. GER can exceed 100% due to the inclusion of
over-aged and under-aged students because of early or late school entrance
and grade repetition.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR.LO.FE\",\"name\":\"Gross enrolment ratio, lower
secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
female enrollment in lower secondary education, regardless of age, expressed
as a percentage of the total female population of official lower secondary
education age. GER can exceed 100% due to the inclusion of over-aged and under-aged
students because of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR.LO.MA\",\"name\":\"Gross enrolment ratio, lower
secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
male enrollment in lower secondary education, regardless of age, expressed
as a percentage of the total male population of official lower secondary education
age. GER can exceed 100% due to the inclusion of over-aged and under-aged
students because of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR.MA\",\"name\":\"School enrollment, secondary,
male (% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
enrollment ratio is the ratio of total enrollment, regardless of age, to the
population of the age group that officially corresponds to the level of education
shown. 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.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.ENRR.UP\",\"name\":\"Gross
enrolment ratio, upper secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in upper secondary education,
regardless of age, expressed as a percentage of the total population of official
upper secondary education age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.ENRR.UP.FE\",\"name\":\"Gross
enrolment ratio, upper secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrollment in upper secondary
education, regardless of age, expressed as a percentage of the female population
of official upper secondary education age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.ENRR.UP.MA\",\"name\":\"Gross enrolment ratio, upper
secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
male enrollment in upper secondary education, regardless of age, expressed
as a percentage of the male population of official upper secondary education
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.HIAT.LO.FE.ZS\",\"name\":\"Educational attainment,
completed lower secondary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.LO.MA.ZS\",\"name\":\"Educational
attainment, completed lower secondary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.LO.ZS\",\"name\":\"Educational
attainment, completed lower secondary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed lower secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.PO.FE.ZS\",\"name\":\"Educational
attainment, completed post-secondary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education as the highest
level of education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.PO.MA.ZS\",\"name\":\"Educational
attainment, completed post-secondary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education as the highest
level of education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.PO.ZS\",\"name\":\"Educational
attainment, completed post-secondary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed post-secondary non-tertiary education as the highest
level of education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.UP.FE.ZS\",\"name\":\"Educational
attainment, completed upper secondary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed upper secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.UP.MA.ZS\",\"name\":\"Educational
attainment, completed upper secondary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed upper secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.HIAT.UP.ZS\",\"name\":\"Educational
attainment, completed upper secondary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed upper secondary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.NENR\",\"name\":\"Net
enrolment rate, secondary, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students in the
theoretical age group for secondary education enrolled in that level, expressed
as a percentage of the total population in that age group. Divide the number
of students enrolled who are of the official age group for secondary education
by the population for the same age group and multiply the result by 100. NER
at each level of education should be based on enrolment of the relevant age
group in all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.NENR.FE\",\"name\":\"School enrollment, secondary,
female (% net)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.NENR.MA\",\"name\":\"School
enrollment, secondary, male (% net)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"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.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.PRIV.ZS\",\"name\":\"Percentage
of enrolment in secondary education in private institutions (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total number of students in secondary
education enrolled in institutions that are not operated by a public authority
but controlled and managed, whether for profit or not, by a private body (e.g.,
non-governmental organisation, religious body, special interest group, foundation
or business enterprise), expressed as a percentage of total number of students
enrolled in secondary education.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.PROG.FE.ZS\",\"name\":\"Progression
to secondary school, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Progression to secondary school
refers to the number of new entrants to the first grade of secondary school
in a given year as a percentage of the number of students enrolled in the
final grade of primary school in the previous year (minus the number of repeaters
from the last grade of primary education in the given year).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.PROG.MA.ZS\",\"name\":\"Progression
to secondary school, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Progression to secondary school
refers to the number of new entrants to the first grade of secondary school
in a given year as a percentage of the number of students enrolled in the
final grade of primary school in the previous year (minus the number of repeaters
from the last grade of primary education in the given year).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.PROG.ZS\",\"name\":\"Effective
transition rate from primary to lower secondary general education, both sexes
(%)\\u000d\\u000a\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Number of students admitted to the first grade
of a higher level of education in a given year, expressed as a percentage
of the number of students enrolled in the final grade of the lower level of
education in the previous year. Divide the number of new entrants in the first
grade of the specified higher cycle or level of education by the number of
pupils who were enrolled in the final grade of the preceding cycle or level
of education in the previous school year, and multiply by 100. High transition
rates indicate a high level of access or transition from one level of education
to the next. They also reflect the intake capacity of the next level of education.
Inversely, low transition rates can signal problems in the bridging between
two cycles or levels of education, due to either deficiencies in the examination
system, or inadequate admission capacity in the higher cycle or level of education,
or both. This indicator can be distorted by incorrect distinction between
new entrants and repeaters, especially in the first grade of the specified
higher level of education. Students who interrupted their studies for one
or more years after having completed the lower level of education, together
with the migrant students, could also affect the quality of this indicator.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCAQ.FE.ZS\",\"name\":\"Percentage of female teachers
in secondary education who are trained, female (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of female teachers who have
received the minimum organized teacher training (pre-service or in-service)
required for teaching at the secondary level in the given country, expressed
as a percentage of the total number of female teachers at the secondary level.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCAQ.LO.FE.ZS\",\"name\":\"Trained teachers in lower
secondary education, female (% of female teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in lower secondary
education are the percentage of lower secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.LO.MA.ZS\",\"name\":\"Trained
teachers in lower secondary education, male (% of male teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in lower secondary
education are the percentage of lower secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.LO.ZS\",\"name\":\"Trained
teachers in lower secondary education (% of total teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in lower secondary
education are the percentage of lower secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.MA.ZS\",\"name\":\"Percentage
of male teachers in secondary education who are trained, male (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of male teachers who have
received the minimum organized teacher training (pre-service or in-service)
required for teaching at the secondary level in the given country, expressed
as a percentage of the total number of male teachers at the secondary level.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCAQ.MA.ZS\",\"name\":\"Percentage of male teachers
in secondary education who are trained, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male teachers who have received the
minimum organized teacher training (pre-service or in-service) required for
teaching at the secondary level in the given country, expressed as a percentage
of the total number of male teachers at the secondary level.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCAQ.UP.FE.ZS\",\"name\":\"Trained teachers in upper
secondary education, female (% of female teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in upper secondary
education are the percentage of upper secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.UP.MA.ZS\",\"name\":\"Trained
teachers in upper secondary education, male (% of male teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in upper secondary
education are the percentage of upper secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.UP.ZS\",\"name\":\"Trained
teachers in upper secondary education (% of total teachers)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Trained teachers in upper secondary
education are the percentage of upper secondary school teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching in a given country.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.SEC.TCAQ.ZS\",\"name\":\"Percentage
of teachers in secondary education who are trained, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of teachers who have received
the minimum organized teacher training (pre-service or in-service) required
for teaching at the secondary level in the given country, expressed as a percentage
of the total number of teachers at the secondary level.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCHR\",\"name\":\"Teachers in secondary education,
both sexes (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Total number of teachers in public and private
secondary education institutions (ISCED 2 and 3). Teachers are persons employed
full time or part time in an official capacity to guide and direct the learning
experience of pupils and students, irrespective of their qualifications or
the delivery mechanism, i.e. face-to-face and\\/or at a distance. This definition
excludes educational personnel who have no active teaching duties (e.g. headmasters,
headmistresses or principals who do not teach) and persons who work occasionally
or in a voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCHR.FE\",\"name\":\"Teachers in secondary education,
female (number)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
number of female teachers in public and private secondary education institutions
(ISCED 2 and 3). Teachers are persons employed full time or part time in an
official capacity to guide and direct the learning experience of pupils and
students, irrespective of their qualifications or the delivery mechanism,
i.e. face-to-face and\\/or at a distance. This definition excludes educational
personnel who have no active teaching duties (e.g. headmasters, headmistresses
or principals who do not teach) and persons who work occasionally or in a
voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.TCHR.FE.ZS\",\"name\":\"Secondary education, teachers
(% female)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Female
teachers as a percentage of total secondary education teachers includes full-time
and part-time teachers.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.SEC.UNER.LO.FE.ZS\",\"name\":\"Adolescents
out of school, female (% of female lower secondary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adolescents out of school are the
percentage of lower secondary school age adolescents who are not enrolled
in school.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.UNER.LO.MA.ZS\",\"name\":\"Adolescents out of school,
male (% of male lower secondary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adolescents out of school are the
percentage of lower secondary school age adolescents who are not enrolled
in school.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SEC.UNER.LO.ZS\",\"name\":\"Adolescents out of school (%
of lower secondary school age)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adolescents out of school are the
percentage of lower secondary school age adolescents who are not enrolled
in school.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.SRSEC.NENR.ZS\",\"name\":\"Net Enrollment Ratio: Senior
Secondary (in %)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SE.STUD.JRSEC\",\"name\":\"Number
of Student: Junior Secondary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.STUD.PRM\",\"name\":\"Number of
Student: Primary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.STUD.SRSEC\",\"name\":\"Number
of Student: Senior Secondary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.TCHR.JRSEC\",\"name\":\"Number
of Teacher: Junior Secondary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.TCHR.PRM\",\"name\":\"Number of
Teacher: Primary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.TCHR.SRSEC\",\"name\":\"Number
of Teacher: Senior Secondary Level (in number of people, 2009 data only)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"Ministry
of Education\",\"topics\":[]},{\"id\":\"SE.TER.CMPL.FE.ZS\",\"name\":\"Gross
graduation ratio, tertiary, first degree programmes (ISCED 6 and 7), female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of graduates from first degree programmes (at ISCED 6 and 7) expressed as
a percentage of the population of the theoretical graduation age of the most
common first degree programme.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.CMPL.MA.ZS\",\"name\":\"Gross graduation ratio, tertiary,
first degree programmes (ISCED 6 and 7), male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of graduates from first degree programmes
(at ISCED 6 and 7) expressed as a percentage of the population of the theoretical
graduation age of the most common first degree programme.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.CMPL.ZS\",\"name\":\"Gross
graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of graduates from first degree programmes
(at ISCED 6 and 7) expressed as a percentage of the population of the theoretical
graduation age of the most common first degree programme.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.CUAT.BA.FE.ZS\",\"name\":\"Educational attainment,
competed at least Bachelor's or equivalent, population 25+, female (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Bachelor's or equivalent.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.BA.MA.ZS\",\"name\":\"Educational
attainment, competed at least Bachelor's or equivalent, population 25+, male
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Bachelor's
or equivalent.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.BA.ZS\",\"name\":\"Educational
attainment, competed at least Bachelor's or equivalent, population 25+, total
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Bachelor's
or equivalent.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.DO.FE.ZS\",\"name\":\"Educational
attainment, competed Doctoral or equivalent, population 25+, female (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Doctoral or equivalent.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.DO.MA.ZS\",\"name\":\"Educational
attainment, competed Doctoral or equivalent, population 25+, male (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Doctoral or equivalent.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.DO.ZS\",\"name\":\"Educational
attainment, competed Doctoral or equivalent, population 25+, total (%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Doctoral or equivalent.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.MS.FE.ZS\",\"name\":\"Educational
attainment, competed at least Master's or equivalent, population 25+, female
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Master's
or equivalent.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.MS.MA.ZS\",\"name\":\"Educational
attainment, competed at least Master's or equivalent, population 25+, male
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Master's
or equivalent.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.MS.ZS\",\"name\":\"Educational
attainment, competed at least Master's or equivalent, population 25+, total
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Master's
or equivalent.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.ST.FE.ZS\",\"name\":\"Educational
attainment, competed at least short-cycle tertiary, population 25+, female
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed short-cycle
tertiary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.ST.MA.ZS\",\"name\":\"Educational
attainment, competed at least short-cycle tertiary, population 25+, male (%)
(cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed short-cycle
tertiary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.CUAT.ST.ZS\",\"name\":\"Educational
attainment, competed at least short-cycle tertiary, population 25+, total
(%) (cumulative)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed short-cycle
tertiary education.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.ENRL\",\"name\":\"Enrolment
in tertiary education, all programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The total number of students enrolled at public
and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.ENRL.FE\",\"name\":\"Enrolment in tertiary education,
all programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The total number of female students enrolled
at public and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.ENRL.FE.ZS\",\"name\":\"Percentage of students in tertiary
education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the tertiary education
level (ISCED 5 to 8) expressed as a percentage of the total number of students
(male and female) at the tertiary education level (ISCED 5 to 8) in a given
school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.ENRL.TC.ZS\",\"name\":\"Pupil-teacher ratio, tertiary\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Tertiary school pupil-teacher ratio
is the average number of pupils per teacher in tertiary school.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.ENRR\",\"name\":\"Gross
enrolment ratio, tertiary, both sexes (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total enrollment in tertiary education
(ISCED 5 to 8), regardless of age, expressed as a percentage of the total
population of the five-year age group following on from secondary school leaving.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.ENRR.FE\",\"name\":\"School enrollment, tertiary, female
(% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Gross
enrollment ratio is the ratio of total enrollment, regardless of age, to the
population of the age group that officially corresponds to the level of education
shown. Tertiary education, whether or not to an advanced research qualification,
normally requires, as a minimum condition of admission, the successful completion
of education at the secondary level.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.ENRR.MA\",\"name\":\"School
enrollment, tertiary, male (% gross)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gross enrollment ratio is the ratio
of total enrollment, regardless of age, to the population of the age group
that officially corresponds to the level of education shown. Tertiary education,
whether or not to an advanced research qualification, normally requires, as
a minimum condition of admission, the successful completion of education at
the secondary level.\",\"sourceOrganization\":\"United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.GRAD\",\"name\":\"Graduates
from tertiary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students successfully completing
tertiary education programmes (ISCED 5 to 8) in public and private tertiary
education institutions during the reference academic year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.AG.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Agriculture programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all female tertiary graduates who
completed agriculture programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.AG.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Agriculture programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
agriculture programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.ED.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Education programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all female tertiary graduates who
completed education programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.ED.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Education programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
education programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.EN.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Engineering, Manufacturing and Construction
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all female tertiary graduates who completed engineering, manufacturing
and construction programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.EN.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Engineering, Manufacturing and Construction
programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
engineering, manufacturing and construction programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE\",\"name\":\"Graduates from tertiary education,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students successfully completing tertiary education programmes
(ISCED 5 to 8) in public and private tertiary education institutions during
the reference academic year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.GRAD.FE.AG.ZS\",\"name\":\"Female
share of graduates in agriculture (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.ED.ZS\",\"name\":\"Female share of graduates
in education (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.EN.ZS\",\"name\":\"Female share of graduates
in engineering, manufacturing and construction (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.HL.ZS\",\"name\":\"Female share of graduates
in health and welfare (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.HU.ZS\",\"name\":\"Female share of graduates
in humanities and arts (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.OT.ZS\",\"name\":\"Female share of graduates
in unknown or unspecified fields (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.SC.ZS\",\"name\":\"Female share of graduates
in science (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.SS.ZS\",\"name\":\"Female share of graduates
in social science, business and law (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.SV.ZS\",\"name\":\"Female share of graduates
in services (%, tertiary)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of graduates in the given field
of education, tertiary is the number of female graduates expressed as a percentage
of the total number of graduates in the given field of education from tertiary
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.FE.ZS\",\"name\":\"Percentage of graduates from
tertiary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of females completing tertiary education
programmes (ISCED 5 to 8) expressed as a percentage of the total number of
students (male and female) completing tertiary education programmes (ISCED
5 to 8) in the reference year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.GRAD.HL.FE.ZS\",\"name\":\"Percentage
of female graduates from tertiary education graduating from Health and Welfare
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all female tertiary graduates who completed health and welfare programmes
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.HL.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Health and Welfare programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all tertiary graduates who completed health and welfare programmes in the
reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.HU.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Humanities and Arts programmes, female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all female tertiary graduates who completed humanities and arts programmes
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.HU.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Humanities and Arts programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all tertiary graduates who completed humanities and arts programmes in
the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.OT.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from programmes in unspecified fields,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all female tertiary graduates who completed programmes in unspecified fields
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.OT.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from programmes in unspecified fields, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all tertiary graduates who completed programmes in unspecified fields in
the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.SC.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Science programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all female tertiary graduates who
completed science programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.SC.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Science programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
science programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.SS.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Social Sciences, Business and Law
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all female tertiary graduates who completed social sciences, business and
law programmes in the reference year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.GRAD.SS.ZS\",\"name\":\"Percentage
of graduates from tertiary education graduating from Social Sciences, Business
and Law programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
social sciences, business and law programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.SV.FE.ZS\",\"name\":\"Percentage of female graduates
from tertiary education graduating from Services programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all female tertiary graduates who
completed services programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.GRAD.SV.ZS\",\"name\":\"Percentage of graduates from
tertiary education graduating from Services programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all tertiary graduates who completed
services programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.HIAT.BA.FE.ZS\",\"name\":\"Educational attainment,
completed Bachelor's or equivalent, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Bachelor's or equivalent as the highest level of
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.BA.MA.ZS\",\"name\":\"Educational
attainment, completed Bachelor's or equivalent, population 25+ years, male
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Bachelor's
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.BA.ZS\",\"name\":\"Educational
attainment, completed Bachelor's or equivalent, population 25+ years, total
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Bachelor's
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.DO.FE.ZS\",\"name\":\"Educational
attainment, completed Doctoral or equivalent, population 25+ years, female
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Doctoral
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.DO.MA.ZS\",\"name\":\"Educational
attainment, completed Doctoral or equivalent, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Doctoral or equivalent as the highest level of
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.DO.ZS\",\"name\":\"Educational
attainment, completed Doctoral or equivalent, population 25+ years, total
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Doctoral
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.MS.FE.ZS\",\"name\":\"Educational
attainment, completed Master's or equivalent, population 25+ years, female
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Master's
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.MS.MA.ZS\",\"name\":\"Educational
attainment, completed Master's or equivalent, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed Master's or equivalent as the highest level of
education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.MS.ZS\",\"name\":\"Educational
attainment, completed Master's or equivalent, population 25+ years, total
(%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"The
percentage of population ages 25 and over that attained or completed Master's
or equivalent as the highest level of education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.ST.FE.ZS\",\"name\":\"Educational
attainment, completed short-cycle tertiary, population 25+ years, female (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed short-cycle tertiary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.ST.MA.ZS\",\"name\":\"Educational
attainment, completed short-cycle tertiary, population 25+ years, male (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed short-cycle tertiary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.HIAT.ST.ZS\",\"name\":\"Educational
attainment, completed short-cycle tertiary, population 25+ years, total (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of population ages 25 and over
that attained or completed short-cycle tertiary education as the highest level
of education.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SE.TER.PRIV.ZS\",\"name\":\"Percentage
of enrolment in tertiary education in private institutions (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in tertiary education
enrolled in institutions that are not operated by a public authority but controlled
and managed, whether for profit or not, by a private body (e.g., non-governmental
organisation, religious body, special interest group, foundation or business
enterprise), expressed as a percentage of total number of students enrolled
in tertiary education.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.TCHR\",\"name\":\"Teachers in tertiary education, both
sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of teachers in public and private tertiary education institutions (ISCED
5-8). Teachers are persons employed full time or part time in an official
capacity to guide and direct the learning experience of pupils and students,
irrespective of their qualifications or the delivery mechanism, i.e. face-to-face
and\\/or at a distance. This definition excludes educational personnel who
have no active teaching duties (e.g. headmasters, headmistresses or principals
who do not teach) and persons who work occasionally or in a voluntary capacity
in educational institutions.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TER.TCHR.FE\",\"name\":\"Teachers
in tertiary education programmes, female (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female teachers in public and
private tertiary education institutions (ISCED 5-8). Teachers are persons
employed full time or part time in an official capacity to guide and direct
the learning experience of pupils and students, irrespective of their qualifications
or the delivery mechanism, i.e. face-to-face and\\/or at a distance. This
definition excludes educational personnel who have no active teaching duties
(e.g. headmasters, headmistresses or principals who do not teach) and persons
who work occasionally or in a voluntary capacity in educational institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.TER.TCHR.FE.ZS\",\"name\":\"Tertiary education, academic
staff (% female)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Tertiary education, academic staff (% female)
is the share of female academic staff in tertiary education.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.TOT.ENRR\",\"name\":\"Gross
enrolment ratio, primary to tertiary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in primary, secondary and
tertiary education, regardless of age, expressed as a percentage of the total
population of primary school age, secondary school age, and the five-year
age group following on from secondary school leaving. GER can exceed 100%
due to the inclusion of over-aged and under-aged students because of early
or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.CPRM.ZS\",\"name\":\"Current education expenditure,
primary (% of total expenditure in primary public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Current expenditure is expressed
as a percentage of direct expenditure in public educational institutions (instructional
and non-instructional) of the specified level of education. Financial aid
to students and other transfers are excluded from direct expenditure. Current
expenditure is consumed within the current year and would have to be renewed
if needed in the following year. It includes staff compensation and current
expenditure other than for staff compensation (ex. on teaching materials,
ancillary services and administration).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.CSEC.ZS\",\"name\":\"Current
education expenditure, secondary (% of total expenditure in secondary public
institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Current
expenditure is expressed as a percentage of direct expenditure in public educational
institutions (instructional and non-instructional) of the specified level
of education. Financial aid to students and other transfers are excluded from
direct expenditure. Current expenditure is consumed within the current year
and would have to be renewed if needed in the following year. It includes
staff compensation and current expenditure other than for staff compensation
(ex. on teaching materials, ancillary services and administration).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.CTER.ZS\",\"name\":\"Current
education expenditure, tertiary (% of total expenditure in tertiary public
institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Current
expenditure is expressed as a percentage of direct expenditure in public educational
institutions (instructional and non-instructional) of the specified level
of education. Financial aid to students and other transfers are excluded from
direct expenditure. Current expenditure is consumed within the current year
and would have to be renewed if needed in the following year. It includes
staff compensation and current expenditure other than for staff compensation
(ex. on teaching materials, ancillary services and administration).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.CTOT.ZS\",\"name\":\"Current
education expenditure, total (% of total expenditure in public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Current expenditure is expressed
as a percentage of direct expenditure in public educational institutions (instructional
and non-instructional) of the specified level of education. Financial aid
to students and other transfers are excluded from direct expenditure. Current
expenditure is consumed within the current year and would have to be renewed
if needed in the following year. It includes staff compensation and current
expenditure other than for staff compensation (ex. on teaching materials,
ancillary services and administration).\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.CUR.TOTL.ZS\",\"name\":\"Current
expenditure as % of total expenditure in public institutions (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Current expenditure expressed as a percentage
of direct expenditure in public educational institutions (instructional and
non-instructional). Financial aid to students and other transfers are excluded
from direct expenditure. Current expenditure is consumed within the current
year and would have to be renewed if needed in the following year. It includes
staff compensation and current expenditure other than for staff compensation
(ex. on teaching materials, ancillary services and administration). Divide
all current expenditure in public institutions by total expenditure (current
and capital) in public institutions, and multiply by 100. For more information,
consult the UNESCO Institute of Statistics website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.MPRM.ZS\",\"name\":\"All education staff compensation,
primary (% of total expenditure in primary public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"All staff (teacher and non-teachers)
compensation is expressed as a percentage of direct expenditure in public
educational institutions (instructional and non-instructional) of the specified
level of education. Financial aid to students and other transfers are excluded
from direct expenditure. Staff compensation includes salaries, contributions
by employers for staff retirement programs, and other allowances and benefits.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.MSEC.ZS\",\"name\":\"All
education staff compensation, secondary (% of total expenditure in secondary
public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"All staff (teacher and non-teachers) compensation
is expressed as a percentage of direct expenditure in public educational institutions
(instructional and non-instructional) of the specified level of education.
Financial aid to students and other transfers are excluded from direct expenditure.
Staff compensation includes salaries, contributions by employers for staff
retirement programs, and other allowances and benefits.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.MTER.ZS\",\"name\":\"All
education staff compensation, tertiary (% of total expenditure in tertiary
public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"All staff (teacher and non-teachers) compensation
is expressed as a percentage of direct expenditure in public educational institutions
(instructional and non-instructional) of the specified level of education.
Financial aid to students and other transfers are excluded from direct expenditure.
Staff compensation includes salaries, contributions by employers for staff
retirement programs, and other allowances and benefits.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.MTOT.ZS\",\"name\":\"All
education staff compensation, total (% of total expenditure in public institutions)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"All staff (teacher and non-teachers)
compensation is expressed as a percentage of direct expenditure in public
educational institutions (instructional and non-instructional) of the specified
level of education. Financial aid to students and other transfers are excluded
from direct expenditure. Staff compensation includes salaries, contributions
by employers for staff retirement programs, and other allowances and benefits.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SE.XPD.PRIM.PC.ZS\",\"name\":\"Government
expenditure per student, primary (% of GDP per capita)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Government expenditure per student
is the average general government expenditure (current, capital, and transfers)
per student in the given level of education, expressed as a percentage of
GDP per capita.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.PRIM.ZS\",\"name\":\"Expenditure on primary as % of
government expenditure on education (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Expenditure on education by level
of education, expressed as a percentage of total general government expenditure
on education. Divide government expenditure on a given level of education
(ex. primary, secondary) by total government expenditure on education (all
levels combined), and multiply by 100. A high percentage of government expenditure
on education spent on a given level denotes a high priority given to that
level compared to others. When interpreting this indicator, one should take
into account enrolment at that level, and the relative costs per student between
different levels of education. For more information, consult the UNESCO Institute
of Statistics website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.PTCH.ZS\",\"name\":\"Spending on teaching materials,
primary (% of primary expenditure)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.SECO.PC.ZS\",\"name\":\"Government expenditure per
student, secondary (% of GDP per capita)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Government expenditure per student
is the average general government expenditure (current, capital, and transfers)
per student in the given level of education, expressed as a percentage of
GDP per capita.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.SECO.ZS\",\"name\":\"Expenditure on secondary as %
of government expenditure on education (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Expenditure on education by level
of education, expressed as a percentage of total general government expenditure
on education. Divide government expenditure on a given level of education
(ex. primary, secondary) by total government expenditure on education (all
levels combined), and multiply by 100. A high percentage of government expenditure
on education spent on a given level denotes a high priority given to that
level compared to others. When interpreting this indicator, one should take
into account enrolment at that level, and the relative costs per student between
different levels of education. For more information, consult the UNESCO Institute
of Statistics website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.STCH.ZS\",\"name\":\"Spending on teaching materials,
secondary (% of secondary expenditure)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.TCHR.XC.ZS\",\"name\":\"Teachers' salaries (% of current
education expenditure)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.TERT.PC.ZS\",\"name\":\"Government expenditure per
tertiary student as % of GDP per capita (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average total (current, capital
and transfers) general government expenditure per student in the given level
of education, expressed as a percentage of GDP per capita. Divide total government
expenditure for a given level of education (ex. primary, secondary) by total
enrolment in that same level, divide again by GDP per capita, and multiply
by 100. For more information, consult the UNESCO Institute of Statistics website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.TERT.ZS\",\"name\":\"Expenditure on tertiary as % of
government expenditure on education (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Expenditure on education by level
of education, expressed as a percentage of total general government expenditure
on education. Divide government expenditure on a given level of education
(ex. primary, secondary) by total government expenditure on education (all
levels combined), and multiply by 100. A high percentage of government expenditure
on education spent on a given level denotes a high priority given to that
level compared to others. When interpreting this indicator, one should take
into account enrolment at that level, and the relative costs per student between
different levels of education. For more information, consult the UNESCO Institute
of Statistics website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.TOTL.GB.ZS\",\"name\":\"Expenditure on education as
% of total government expenditure (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total general (local, regional
and central) government expenditure on education (current, capital, and transfers),
expressed as a percentage of total general government expenditure on all sectors
(including health, education, social services, etc.). It includes expenditure
funded by transfers from international sources to government. Public education
expenditure includes spending by local\\/municipal, regional and national
governments (excluding household contributions) on educational institutions
(both public and private), education administration, and subsidies for private
entities (students\\/households and other privates entities). In some instances
data on total public expenditure on education refers only to the ministry
of education and can exclude other ministries that spend a part of their budget
on educational activities. The indicator is calculated by dividing total public
expenditure on education incurred by all government agencies\\/departments
by the total government expenditure and multiplying by 100. For more information,
consult the UNESCO Institute of Statistics website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SE.XPD.TOTL.GD.ZS\",\"name\":\"Government expenditure on education,
total (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"General government expenditure on education
(current, capital, and transfers) is expressed as a percentage of GDP. It
includes expenditure funded by transfers from international sources to government.
General government usually refers to local, regional and central governments.\",\"sourceOrganization\":\"United
Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute
for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SG.COK.CHCO.ZS\",\"name\":\"Main
cooking fuel: charcoal (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use charcoal as
thier main cooking fuel\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.CROP.ZS\",\"name\":\"Main
cooking fuel: agricultural crop (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use agricultural
crop as thier main cooking fuel\",\"sourceOrganization\":\"Demographic and
Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.DUNG.ZS\",\"name\":\"Main
cooking fuel: dung (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use dung as thier
main cooking fuel\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.ELEC.ZS\",\"name\":\"Main
cooking fuel: electricity (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use electricity
as thier main cooking fuel\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.HOUS.ZS\",\"name\":\"Location
of cooking: inside the house (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who do their cooking
inside the house\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.LPGN.ZS\",\"name\":\"Main
cooking fuel: LPG\\/natural gas\\/biogas (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use Liquified
Petroleum Gas (LPG) or natural gas or biogas as thier main cooking fuel\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.OTHR.ZS\",\"name\":\"Location
of cooking: other places (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who do their cooking
in other places\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.OUTD.ZS\",\"name\":\"Location
of cooking: outdoors (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who do their cooking
outdoors\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.SBLD.ZS\",\"name\":\"Location
of cooking: separate building (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who do their cooking
in a separate building\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.STRW.ZS\",\"name\":\"Main
cooking fuel: straw\\/shrubs\\/grass (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use straw\\/shrubs\\/grass
as thier main cooking fuel\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.COK.WOOD.ZS\",\"name\":\"Main
cooking fuel: wood (% of households)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who use wood as thier
main cooking fuel\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.ALLD.FN.ZS\",\"name\":\"Women
participating in the three decisions (own health care, major household purchases,
and visiting family) (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women participating in the three decisions
(own health care, major household purchases, and visiting family) is Percentage
of currently married women aged 15-49 who say that they alone or jointly have
the final say in all of the three decisions (Own health care, large purchases
and visits to family, relatives, friends)\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.DPCH.FN.ZS\",\"name\":\"Women
participating in making daily purchase decisions (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women participating in making daily purchase
decisions is Percentage of currently married women aged 15-49 who say that
they alone or jointly have the final say in making daily purchases\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.FOOD.FN.ZS\",\"name\":\"Women
participating in decision of what food to cook daily (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women participating in decision of what food
to cook daily is Percentage of currently married women aged 15-49 who say
that they alone or jointly have the final say in what food to cook daily\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.FN.ZS\",\"name\":\"Women
participating in own health care decisions (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women Participating in own health care decisions
is Percentage of currently married women aged 15-49 who say that they alone
or jointly have the final say in own health care\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.HB.ZS\",\"name\":\"Decision
maker about a woman's own health care: mainly husband (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about women own health care:
mainly husband is Percentage of currently married women aged 15-49 for whom
the decision maker for their own health care is mainly the husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.OT.ZS\",\"name\":\"Decision
maker about a woman's own health care: other (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about women own health care:
other is Percentage of currently married women aged 15-49 for whom the decision
maker for their own health care is recorded as 'other'\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.SE.ZS\",\"name\":\"Decision
maker about a woman's own health care: someone else (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about women own health care:
someone else is Percentage of currently married women aged 15-49 for whom
the decision maker for their own health care is mainly someone else\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.WF.ZS\",\"name\":\"Decision
maker about a woman's own health care: mainly wife\_ (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about women own health care:
mainly wife is Percentage of currently married women aged 15-49 for whom
the decision maker for their own health care is mainly the respondent\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.HLTH.WH.ZS\",\"name\":\"Decision
maker about a woman's own health care: wife and husband jointly (% of women
age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about women own health care: wife and husband jointly is Percentage
of currently married women aged 15-49 for whom the decision maker for their
own health care is mainly the respondent and her husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.NONE.FN.ZS\",\"name\":\"Women
participating in none of the three decisions (own health care, major household
purchases, and visiting family) (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women participating in none of the three decisions
(own health care, major household purchases, and visiting family) is Percentage
of currently married women aged 15-49 who say that they alone or jointly have
the final say in none of the three decisions (own health care, major household
purchases, and visiting family)\",\"sourceOrganization\":\"Demographic and
Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.FN.ZS\",\"name\":\"Women
participating in making major household purchase decisions (% of women age
15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Women
participating in making major household purchase decisions is Percentage of
currently married women aged 15-49 who say that they alone or jointly have
the final say in making major household purchases\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.HB.ZS\",\"name\":\"Decision
maker about major household purchases: mainly husband (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about ajor household purchases:
mainly husband is Percentage of currently married women aged 15-49 for whom
the decision maker for major household purchases is mainly the husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.OT.ZS\",\"name\":\"Decision
maker about major household purchases: other (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about major household purchases:
other is Percentage of currently married women aged 15-49 for whom the decision
maker for major household purchases is recorded as 'other'\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.SE.ZS\",\"name\":\"Decision
maker about major household purchases: someone else (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about Major household purchases:
someone else is Percentage of currently married women aged 15-49 for whom
the decision maker for major household purchases is mainly someone else\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.WF.ZS\",\"name\":\"Decision
maker about major household purchases: mainly wife (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Decision maker about major household purchases:
mainly wife is Percentage of currently married women aged 15-49 for whom the
decision maker for major household purchases is mainly the respondent\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.PRCH.WH.ZS\",\"name\":\"Decision
maker about major household purchases: wife and husband jointly (% of women
age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about major household purchases: wife and husband jointly is Percentage
of currently married women aged 15-49 for whom the decision maker for major
household purchases is mainly the respondent and her husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.FN.ZS\",\"name\":\"Women
participating in decision of visits to family, relatives, friends (% of women
age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Women
participating in decision of visits to family, relatives, friends is Percentage
of currently married women aged 15-49 who say that they alone or jointly have
the final say in visits to family, relatives, friends\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.HB.ZS\",\"name\":\"Decision
maker about a woman's visits to her family or relatives: mainly husband (%
of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about a woman's visits to her family or relatives: mainly husband is
Percentage of currently married women aged 15-49 for whom the decision maker
for visits to her family or relatives is mainly the husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.OT.ZS\",\"name\":\"Decision
maker about a woman's visits to her family or relatives: other (% of women
age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about a woman's visits to her family or relatives: other is Percentage
of currently married women aged 15-49 for whom the decision maker for visits
to her family or relatives is recorded as 'other'\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.SE.ZS\",\"name\":\"Decision
maker about a woman's visits to her family or relatives: someone else (% of
women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about a woman's visits to her family or relatives: someone else is Percentage
of currently married women aged 15-49 for whom the decision maker for visits
to her family or relatives is mainly someone else\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.WF.ZS\",\"name\":\"Decision
maker about a woman's visits to her family or relatives: mainly wife (% of
women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about a woman's visits to her family or relatives: mainly wife is Percentage
of currently married women aged 15-49 for whom the decision maker for visits
to her family or relatives is mainly the respondent\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.DMK.VISI.WH.ZS\",\"name\":\"Decision
maker about Visits to her family or relatives: wife and husband jointly (%
of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Decision
maker about Visits to her family or relatives: wife and husband jointly is
Percentage of currently married women aged 15-49 for whom the decision maker
for visits to her family or relatives is mainly the respondent and her husband\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.GEN.LSOM.ZS\",\"name\":\"Female
legislators, senior officials and managers (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female legislators, senior officials
and managers (% of total) refers to the share of legislators, senior officials
and managers who are female.\",\"sourceOrganization\":\"ILO Key Indicators
of the Labour Market (KILM).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.GEN.MNST.ZS\",\"name\":\"Proportion
of women in ministerial level positions (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women in ministerial level positions is the
proportion of women in ministerial or equivalent positions (including deputy
prime ministers) in the government. Prime Ministers\\/Heads of Government
are included when they hold ministerial portfolios. Vice-Presidents and heads
of governmental or public agencies are excluded.\",\"sourceOrganization\":\"Inter-Parliamentary
Union (IPU). Women in Politics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.GEN.PARL.ZS\",\"name\":\"Proportion
of seats held by women in national parliaments (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Women in parliaments are the percentage
of parliamentary seats in a single or lower chamber held by women.\",\"sourceOrganization\":\"Inter-Parliamentary
Union (IPU) (www.ipu.org).\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SG.GEN.TECH.ZS\",\"name\":\"Female professional
and technical workers (% of total)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Female professional and technical workers refers
to the share of professionals and technical workers who are female. Women's
share of positions are defined according to the International Standard Classification
of Occupations (ISCO-88) to include physical, mathematical and engineering
science professionals (and associate professionals), life science and health
professionals (and associate professionals), teaching professionals (and associate
professionals) and other professionals and associate professionals.\",\"sourceOrganization\":\"Gender,
Institutions and Development Database, Organization for Economic Co-operation
and Development (OECD), web site: http:\\/\\/www.oecd.org\\/document\\/16\\/0,3343,en_2649_33935_39323280_1_1_1_1,00.html.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.H2O.PRMS.HH.ZS\",\"name\":\"Households
with water on the premises (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who have a water source
on their premises\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.H2O.TL30.HH.ZS\",\"name\":\"Households
with water less than 30 minutes away round trip (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who have a water source
in less than 30 minutes away round trip\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.H2O.TM30.HH.ZS\",\"name\":\"Households
with water 30 minutes or longer away round trip (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of households who have a water source
30 minutes or longer away round trip\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.JOB.NOPN.EQ\",\"name\":\"Nonpregnant
and nonnursing women can do the same jobs as men (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Non-pregnant and non-nursing women
can do the same jobs as men indicates whether there are specific jobs that
women explicitly or implicitly cannot perform except in limited circumstances.
Both partial and full restrictions on women\u2019s work are counted as restrictions.
For example, if women are only allowed to work in certain jobs within the
mining industry, e.g., as health care professionals within mines but not as
miners, this is a restriction.\",\"sourceOrganization\":\"World Bank: Women,
Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public Sector
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LAW.CHMR\",\"name\":\"Law
prohibits or invalidates child or early marriage (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Law prohibits or invalidates child
or early marriage is whether there are provisions that prevent the marriage
of girls, boys, or both before they reach the legal age of marriage or the
age of marriage with consent, including, for example, a prohibition on registering
the marriage or provisions stating that such a marriage is null and void.\",\"sourceOrganization\":\"World
Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LAW.EQRM.WK\",\"name\":\"Law
mandates equal remuneration for females and males for work of equal value
(1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Law
mandates equal remuneration for females and males for work of equal value
is whether there is a law that obligates employers to pay equal remuneration
to male and female employees who do work of equal value.\u201CRemuneration\u201D
refers to the ordinary, basic or minimum wage or salary and any additional
emoluments payable directly or indirectly, whether in cash or in kind, by
the employer to the worker and arising out of the worker\u2019s employment.
\u201CWork of equal value\u201D refers not only to the same or similar jobs
but also to different jobs of the same value.\",\"sourceOrganization\":\"World
Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LAW.LEVE.PU\",\"name\":\"Law
mandates paid or unpaid maternity leave (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Law mandates paid or unpaid maternity
leave is whether there is a law mandating paid or unpaid maternity leave available
only to the mother. Provisions for circumstantial leave by which an employee
is entitled to a certain number of days of paid leave (usually fewer than
five days) upon the birth of a child are considered paternity leave; even
if the law is gender-neutral, such leave is not considered maternity leave
if the law covers maternity leave elsewhere.\",\"sourceOrganization\":\"World
Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LAW.NODC.HR\",\"name\":\"Law
mandates nondiscrimination based on gender in hiring (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Law mandates nondiscrimination
based on gender in hiring is whether the law specifically prevents or penalizes
gender-based discrimination in the hiring process; the law may prohibit discrimination
in employment on the basis of gender but be silent about whether job applicants
are protected from discrimination. Hiring refers to the process of employing
a person for wages and making a selection by presenting a candidate with a
job offer. Job advertisements, selection criteria and recruitment, although
equally important, are not considered \u201Chiring\u201D for purposes of this
question.\",\"sourceOrganization\":\"World Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LAW.OBHB.MR\",\"name\":\"Married
women are required by law to obey their husbands (1=yes; 0=no)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Married women are required by law to obey their
husbands is whether there is an explicit provision stating that a married
woman must obey her husband, or a provision states that disobedience toward
her husband has legal ramifications for the wife, such as loss of maintenance.\",\"sourceOrganization\":\"World
Bank, Women, Business and the Law.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LEG.DVAW\",\"name\":\"Legislation
exists on domestic violence (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Legislation exists on domestic
violence is whether there is legislation addressing domestic violence: violence
between spouses, within the family or members of the same household, or in
interpersonal relationships, including intimate partner violence that is subject
to criminal sanctions or provides for protection orders for domestic violence,
or the legislation addresses \u201Ccruel, inhuman or degrading treatment\u201D
or \u201Charassment\u201D that clearly affects physical or mental health,
and it is implied that such behavior is considered domestic violence.\",\"sourceOrganization\":\"World
Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LEG.MRRP\",\"name\":\"Legislation
explicitly criminalizes marital rape (1=yes; 0=no)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Legislation explicitly criminalizes marital
rape is whether there is legislation that explicitly criminalizes the act
of marital rape by providing that rape or sexual assault provisions apply
\u201Cirrespective of the nature of the relationship\u201D between the perpetrator
and complainant or by stating that \u201Cno marriage or other relationship
shall constitute a defense to a charge of rape or sexual assault under the
legislation\u201D.\",\"sourceOrganization\":\"World Bank, Women, Business
and the Law.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.LEG.SXHR\",\"name\":\"Legislation
specifically addresses sexual harassment (1=yes; 0=no)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Legislation specifically addresses sexual harassment
is whether there is a law or specific provisions on sexual harassment; provisions
may be general or apply only to employment. Legislation specifically addresses
and protects against sexual harassment, including unwelcome sexual advances;
requests for sexual favors; verbal or physical conduct or gestures of a sexual
nature; annoyance, if understood to include harassment with sexual content;
or any other behavior of a sexual nature that might reasonably be expected
or be perceived to cause offense or humiliation to another, or sexual harassment
is considered \u201Cdiscrimination,\u201D and legislation protects against
discrimination, or there is a provision protecting against sexual harassment
in employment, including provisions on inducing indecent or lewd behavior
coupled with financial or official dependence or authority, abuse of position
or authority, or language that can be clearly interpreted to mean such dependence
or abuse.\",\"sourceOrganization\":\"World Bank, Women, Business and the Law.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.MMR.LEVE.EP\",\"name\":\"Mothers
are guaranteed an equivalent position after maternity leave (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mothers are guaranteed an equivalent
position after maternity leave is whether employers of women returning from
maternity leave are legally obligated to provide them with an equivalent position
after maternity leave. It takes into account paid and unpaid maternity leave
and captures whether the employer has a legal obligation to reinstate the
returning employee in an equivalent or better position and salary than the
employee had pre-leave. Where the maternity leave regime explicitly states
that the employee may not be indefinitely replaced, the answer is assumed
to be \u201CYes.\u201D Where the maternity leave regime explicitly establishes
a suspension of the employee\u2019s contract, the answer is assumed to be
\u201CYes.\u201D In economies that also have parental leave and the law guarantees
return after the leave to the same or an equivalent position paid at the same
rate but is silent on guaranteeing the same position after maternity leave,
the answer is \u201CYes.\u201D The answer is \u201CN\\/A\u201D if no paid
or unpaid maternity leave is available.\",\"sourceOrganization\":\"World Bank:
Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.NOD.CONS\",\"name\":\"Nondiscrimination
clause mentions gender in the constitution (1=yes; 0=no)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nondiscrimination clause mentions
gender in the constitution is whether there is a nondiscrimination clause
in the constitution which mentions gender. For the answer to be \u201CYes,\u201D
the constitution must use either the word discrimination or the word nondiscrimination
or even when there is a \u201Cclawback\u201D provision granting exceptions
to the nondiscrimination clause for certain areas of the law, such as inheritance,
family and customary law. The answer is \u201CNo\u201D if there is no nondiscrimination
provision, or the nondiscrimination language is present in the preamble but
not in an article of the constitution, or there is a provision that merely
stipulates that the sexes are equal, or the sexes have equal rights and obligations.
The answer is \\\"N\\/A\\\" if there is no nondiscrimination provision.\",\"sourceOrganization\":\"World
Bank: Women, Business and the Law.\",\"topics\":[{\"id\":\"13\",\"value\":\"Public
Sector \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.OBT.IDCD.MR\",\"name\":\"Married
women can obtain a national ID card in the same way as married men (1=yes;
0=no)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Married
women can obtain a national ID card in the same way as married men is equality
in the process for obtaining a national identity card by married woman compared
to married man. The answer is \u201CYes\u201D if there are no inequalities
in the process for obtaining a national identity card. If married men must
provide a marriage certificate or birth certificate as proof of name, whereas
married women must provide a marriage certificate, the answer is still \u201CYes.\u201D
The answer is \u201CNo\u201D if a married woman must provide a marriage certificate,
but a married man need not, or a married woman, but not a married man, must
provide additional signatures, such as those of the husband, father or guardian,
or a married woman must indicate the name of her spouse, but a married man
is not so required, or identity cards are optional for women, but required
for men, or the identity card of a married woman displays the name of her
spouse, but the identity card of a married man does not. The answer is \u201CN\\/A\u201D
if there is no national identity card.\",\"sourceOrganization\":\"World Bank,
Women, Business and the Law.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.OWN.HSAJ.FE.Q1.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who
alone as well as jointly with someone else own a house which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a house alone and another house jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.FE.Q2.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49): Q2 is the percentage of women age 15-49 who alone
as well as jointly with someone else own a house which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a house alone and another house jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.FE.Q3.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49): Q3 is the percentage of women age 15-49 who alone
as well as jointly with someone else own a house which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a house alone and another house jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.FE.Q4.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49): Q4 is the percentage of women age 15-49 who alone
as well as jointly with someone else own a house which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a house alone and another house jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.FE.Q5.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49): Q5 (highest) is the percentage of women age 15-49
who alone as well as jointly with someone else own a house which is legally
registered with their name or cannot be sold without their signature. \\\"Both
alone and jointly\\\" Implies a woman owns a house alone and another house
jointly with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.FE.ZS\",\"name\":\"Women
who own house both alone and jointly (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house both alone and jointly
(% of women age 15-49) is the percentage of women age 15-49 who alone as well
as jointly with someone else own a house which is legally registered with
their name or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a woman owns a house alone and another house jointly with someone
else.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.Q1.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men): Q1 (lowest) is the percentage of men who both solely and jointly
with someone else own a house which is legally registered with their name
or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a man owns a house alone and another house jointly with someone else.Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.Q2.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men): Q2 is the percentage of men who both solely and jointly with someone
else own a house which is legally registered with their name or cannot be
sold without their signature. \\\"Both alone and jointly\\\" Implies a man
owns a house alone and another house jointly with someone else.Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.Q3.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men): Q3 is the percentage of men who both solely and jointly with someone
else own a house which is legally registered with their name or cannot be
sold without their signature. \\\"Both alone and jointly\\\" Implies a man
owns a house alone and another house jointly with someone else.Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.Q4.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men): Q4 is the percentage of men who both solely and jointly with someone
else own a house which is legally registered with their name or cannot be
sold without their signature. \\\"Both alone and jointly\\\" Implies a man
owns a house alone and another house jointly with someone else.Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.Q5.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men): Q5 (highest) is the percentage of men who both solely and jointly
with someone else own a house which is legally registered with their name
or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a man owns a house alone and another house jointly with someone else.Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAJ.MA.ZS\",\"name\":\"Men
who own house both alone and jointly (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house both alone and jointly (%
of men) is the percentage of men who both solely and jointly with someone
else own a house which is legally registered with their name or cannot be
sold without their signature. \\\"Both alone and jointly\\\" Implies a man
owns a house alone and another house jointly with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.Q1.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49):
Q1 (lowest) is the percentage of women age 15-49 who only own a house, which
legally registered with their name or cannot be sold without their signature,
alone (don't share ownership with anyone). Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.Q2.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49):
Q2 is the percentage of women age 15-49 who only own a house, which legally
registered with their name or cannot be sold without their signature, alone
(don't share ownership with anyone). Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.Q3.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49):
Q3 is the percentage of women age 15-49 who only own a house, which legally
registered with their name or cannot be sold without their signature, alone
(don't share ownership with anyone). Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.Q4.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49):
Q4 is the percentage of women age 15-49 who only own a house, which legally
registered with their name or cannot be sold without their signature, alone
(don't share ownership with anyone). Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.Q5.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49):
Q5 (highest) is the percentage of women age 15-49 who only own a house, which
legally registered with their name or cannot be sold without their signature,
alone (don't share ownership with anyone). Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.FE.ZS\",\"name\":\"Women
who own house alone (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house alone (% of women age 15-49)
is the percentage of women age 15-49 who only own a house, which legally registered
with their name or cannot be sold without their signature, alone (don't share
ownership with anyone).\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.Q1.ZS\",\"name\":\"Men
who own house alone (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men): Q1 (lowest)
is the percentage of men who only solely own a house which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.Q2.ZS\",\"name\":\"Men
who own house alone (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men): Q2 is the
percentage of men who only solely own a house which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.Q3.ZS\",\"name\":\"Men
who own house alone (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men): Q3 is the
percentage of men who only solely own a house which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.Q4.ZS\",\"name\":\"Men
who own house alone (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men): Q4 is the
percentage of men who only solely own a house which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.Q5.ZS\",\"name\":\"Men
who own house alone (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men): Q5 (highest)
is the percentage of men who only solely own a house which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSAL.MA.ZS\",\"name\":\"Men
who own house alone (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house alone (% of men) is the percentage
of men who only solely own a house which is legally registered with their
name or cannot be sold without their signature.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.Q1.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly
own a house, which is legally registered with their name or cannot be sold
without their signature, with someone else. \\\"Only jointly\\\" implies the
woman doesn\u2019t own a house on her own, but instead jointly owns one with
someone else. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.Q2.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49): Q2 is the percentage of women age 15-49 who only jointly own a house,
which is legally registered with their name or cannot be sold without their
signature, with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t
own a house on her own, but instead jointly owns one with someone else. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.Q3.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49): Q3 is the percentage of women age 15-49 who only jointly own a house,
which is legally registered with their name or cannot be sold without their
signature, with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t
own a house on her own, but instead jointly owns one with someone else. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.Q4.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49): Q4 is the percentage of women age 15-49 who only jointly own a house,
which is legally registered with their name or cannot be sold without their
signature, with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t
own a house on her own, but instead jointly owns one with someone else. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.Q5.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly
own a house, which is legally registered with their name or cannot be sold
without their signature, with someone else. \\\"Only jointly\\\" implies the
woman doesn\u2019t own a house on her own, but instead jointly owns one with
someone else. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.FE.ZS\",\"name\":\"Women
who own house jointly (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own house jointly (% of women age
15-49) is the percentage of women age 15-49 who only jointly own a house,
which is legally registered with their name or cannot be sold without their
signature, with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t
own a house on her own, but instead jointly owns one with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.Q1.ZS\",\"name\":\"Men
who own house jointly (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men): Q1 (lowest)
is the percentage of men who only jointly own a house, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a house on his own,
but instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.Q2.ZS\",\"name\":\"Men
who own house jointly (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men): Q2 is
the percentage of men who only jointly own a house, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a house on his own,
but instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.Q3.ZS\",\"name\":\"Men
who own house jointly (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men): Q3 is
the percentage of men who only jointly own a house, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a house on his own,
but instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.Q4.ZS\",\"name\":\"Men
who own house jointly (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men): Q4 is
the percentage of men who only jointly own a house, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a house on his own,
but instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.Q5.ZS\",\"name\":\"Men
who own house jointly (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men): Q5 (highest)
is the percentage of men who only jointly own a house, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a house on his own,
but instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSJT.MA.ZS\",\"name\":\"Men
who own house jointly (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own house jointly (% of men) is the
percentage of men who only jointly own a house, which legally registered with
their name or cannot be sold without their signature, with someone else. \\\"Only
jointly\\\" implies the man doesn\u2019t own a house on his own, but instead
jointly owns one with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.Q1.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49): Q1 (lowest) is the percentage of women age 15-49 who don\u2019t own
any house, which legally registered with their name or cannot be sold without
their signature, either solely or jointly with someone else or both. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.Q2.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49): Q2 is the percentage of women age 15-49 who don\u2019t own any house,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.Q3.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49): Q3 is the percentage of women age 15-49 who don\u2019t own any house,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.Q4.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49): Q4 is the percentage of women age 15-49 who don\u2019t own any house,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.Q5.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49): Q5 (highest) is the percentage of women age 15-49 who don\u2019t own
any house, which legally registered with their name or cannot be sold without
their signature, either solely or jointly with someone else or both. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.FE.ZS\",\"name\":\"Women
who do not own house (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own house (% of women age
15-49) is the percentage of women age 15-49 who don\u2019t own any house,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.Q1.ZS\",\"name\":\"Men
who do not own house (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men): Q1 (lowest)
is the percentage of men who don\u2019t own any house, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.Q2.ZS\",\"name\":\"Men
who do not own house (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men): Q2 is
the percentage of men who don\u2019t own any house, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.Q3.ZS\",\"name\":\"Men
who do not own house (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men): Q3 is
the percentage of men who don\u2019t own any house, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.Q4.ZS\",\"name\":\"Men
who do not own house (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men): Q4 is
the percentage of men who don\u2019t own any house, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.Q5.ZS\",\"name\":\"Men
who do not own house (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men): Q5 (highest)
is the percentage of men who don\u2019t own any house, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.HSNO.MA.ZS\",\"name\":\"Men
who do not own house (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own house (% of men) is the
percentage of men who don\u2019t own any house, which legally registered with
their name or cannot be sold without their signature, either solely or jointly
with someone else or both.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.Q1.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who
both solely and jointly with someone else own a land which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a land alone and another land jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.Q2.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49): Q2 is the percentage of women age 15-49 who both solely
and jointly with someone else own a land which is legally registered with
their name or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a woman owns a land alone and another land jointly with someone else.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.Q3.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49): Q3 is the percentage of women age 15-49 who both solely
and jointly with someone else own a land which is legally registered with
their name or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a woman owns a land alone and another land jointly with someone else.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.Q4.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49): Q4 is the percentage of women age 15-49 who both solely
and jointly with someone else own a land which is legally registered with
their name or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a woman owns a land alone and another land jointly with someone else.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.Q5.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who
both solely and jointly with someone else own a land which is legally registered
with their name or cannot be sold without their signature. \\\"Both alone
and jointly\\\" Implies a woman owns a land alone and another land jointly
with someone else. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.FE.ZS\",\"name\":\"Women
who own land both alone and jointly (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land both alone and jointly (%
of women age 15-49) is the percentage of women age 15-49 who both solely and
jointly with someone else own a land which is legally registered with their
name or cannot be sold without their signature. \\\"Both alone and jointly\\\"
Implies a woman owns a land alone and another land jointly with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.Q1.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men): Q1 (lowest) is the percentage of men who both solely and jointly
with someone else own a land which is legally registered with their name or
cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies
a man owns a land alone and another land jointly with someone else. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.Q2.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men): Q2 is the percentage of men who both solely and jointly with someone
else own a land which is legally registered with their name or cannot be sold
without their signature. \\\"Both alone and jointly\\\" Implies a man owns
a land alone and another land jointly with someone else. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.Q3.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men): Q3 is the percentage of men who both solely and jointly with someone
else own a land which is legally registered with their name or cannot be sold
without their signature. \\\"Both alone and jointly\\\" Implies a man owns
a land alone and another land jointly with someone else. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.Q4.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men): Q4 is the percentage of men who both solely and jointly with someone
else own a land which is legally registered with their name or cannot be sold
without their signature. \\\"Both alone and jointly\\\" Implies a man owns
a land alone and another land jointly with someone else. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.Q5.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men): Q5 (highest) is the percentage of men who both solely and jointly
with someone else own a land which is legally registered with their name or
cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies
a man owns a land alone and another land jointly with someone else. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAJ.MA.ZS\",\"name\":\"Men
who own land both alone and jointly (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land both alone and jointly (%
of men) is the percentage of men who both solely and jointly with someone
else own a land which is legally registered with their name or cannot be sold
without their signature. \\\"Both alone and jointly\\\" Implies a man owns
a land alone and another land jointly with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.Q1.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49):
Q1 (lowest) is the percentage of women age 15-49 who only solely own a land
which is legally registered with their name or cannot be sold without their
signature. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.Q2.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49):
Q2 is the percentage of women age 15-49 who only solely own a land which is
legally registered with their name or cannot be sold without their signature.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.Q3.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49):
Q3 is the percentage of women age 15-49 who only solely own a land which is
legally registered with their name or cannot be sold without their signature.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.Q4.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49):
Q4 is the percentage of women age 15-49 who only solely own a land which is
legally registered with their name or cannot be sold without their signature.
Each wealth quintile represents one fifth of households with quintile 1 being
the poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.Q5.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49):
Q5 (highest) is the percentage of women age 15-49 who only solely own a land
which is legally registered with their name or cannot be sold without their
signature. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.FE.ZS\",\"name\":\"Women
who own land alone (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land alone (% of women age 15-49)
is the percentage of women age 15-49 who only solely own a land which is legally
registered with their name or cannot be sold without their signature.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.Q1.ZS\",\"name\":\"Men
who own land alone (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men): Q1 (lowest)
is the percentage of men who solely own a land which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.Q2.ZS\",\"name\":\"Men
who own land alone (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men): Q2 is the
percentage of men who solely own a land which is legally registered with their
name or cannot be sold without their signature. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.Q3.ZS\",\"name\":\"Men
who own land alone (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men): Q3 is the
percentage of men who solely own a land which is legally registered with their
name or cannot be sold without their signature. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.Q4.ZS\",\"name\":\"Men
who own land alone (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men): Q4 is the
percentage of men who solely own a land which is legally registered with their
name or cannot be sold without their signature. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.Q5.ZS\",\"name\":\"Men
who own land alone (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men): Q5 (highest)
is the percentage of men who solely own a land which is legally registered
with their name or cannot be sold without their signature. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDAL.MA.ZS\",\"name\":\"Men
who own land alone (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land alone (% of men) is the percentage
of men who solely own a land which is legally registered with their name or
cannot be sold without their signature.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.Q1.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly
own a land, which legally registered with their name or cannot be sold without
their signature, with someone else. \\\"Only jointly\\\" implies the woman
doesn\u2019t own a land on her own, but instead jointly owns one with someone
else. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.Q2.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49): Q2 is the percentage of women age 15-49 who only jointly own a land,
which legally registered with their name or cannot be sold without their signature,
with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t own
a land on her own, but instead jointly owns one with someone else. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.Q3.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49): Q3 is the percentage of women age 15-49 who only jointly own a land,
which legally registered with their name or cannot be sold without their signature,
with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t own
a land on her own, but instead jointly owns one with someone else. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.Q4.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49): Q4 is the percentage of women age 15-49 who only jointly own a land,
which legally registered with their name or cannot be sold without their signature,
with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t own
a land on her own, but instead jointly owns one with someone else. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.Q5.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly
own a land, which legally registered with their name or cannot be sold without
their signature, with someone else. \\\"Only jointly\\\" implies the woman
doesn\u2019t own a land on her own, but instead jointly owns one with someone
else. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.FE.ZS\",\"name\":\"Women
who own land jointly (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who own land jointly (% of women age
15-49) is the percentage of women age 15-49 who only jointly own a land, which
legally registered with their name or cannot be sold without their signature,
with someone else. \\\"Only jointly\\\" implies the woman doesn\u2019t own
a land on her own, but instead jointly owns one with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.Q1.ZS\",\"name\":\"Men
who own land jointly (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men): Q1 (lowest)
is the percentage of men who only jointly own a land, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a land on his own, but
instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.Q2.ZS\",\"name\":\"Men
who own land jointly (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men): Q2 is
the percentage of men who only jointly own a land, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a land on his own, but
instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.Q3.ZS\",\"name\":\"Men
who own land jointly (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men): Q3 is
the percentage of men who only jointly own a land, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a land on his own, but
instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.Q4.ZS\",\"name\":\"Men
who own land jointly (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men): Q4 is
the percentage of men who only jointly own a land, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a land on his own, but
instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.Q5.ZS\",\"name\":\"Men
who own land jointly (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men): Q5 (highest)
is the percentage of men who only jointly own a land, which legally registered
with their name or cannot be sold without their signature, with someone else.
\\\"Only jointly\\\" implies the man doesn\u2019t own a land on his own, but
instead jointly owns one with someone else. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDJT.MA.ZS\",\"name\":\"Men
who own land jointly (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who own land jointly (% of men) is the
percentage of men who only jointly own a land, which legally registered with
their name or cannot be sold without their signature, with someone else. \\\"Only
jointly\\\" implies the man doesn\u2019t own a land on his own, but instead
jointly owns one with someone else.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.Q1.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49):
Q1 (lowest) is the percentage of women age 15-49 who don\u2019t own any land,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.Q2.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49):
Q2 is the percentage of women age 15-49 who don\u2019t own any land, which
legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.Q3.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49):
Q3 is the percentage of women age 15-49 who don\u2019t own any land, which
legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.Q4.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49):
Q4 is the percentage of women age 15-49 who don\u2019t own any land, which
legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.Q5.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49):
Q5 (highest) is the percentage of women age 15-49 who don\u2019t own any land,
which legally registered with their name or cannot be sold without their signature,
either solely or jointly with someone else or both. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.FE.ZS\",\"name\":\"Women
who do not own land (% of women age 15-49)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Women who do not own land (% of women age 15-49)
is the percentage of women age 15-49 who don\u2019t own any land, which legally
registered with their name or cannot be sold without their signature, either
solely or jointly with someone else or both.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.Q1.ZS\",\"name\":\"Men
who do not own land (% of men): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men): Q1 (lowest)
is the percentage of men who don\u2019t own any land, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.Q2.ZS\",\"name\":\"Men
who do not own land (% of men): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men): Q2 is the
percentage of men who don\u2019t own any land, which legally registered with
their name or cannot be sold without their signature, either solely or jointly
with someone else or both. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.Q3.ZS\",\"name\":\"Men
who do not own land (% of men): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men): Q3 is the
percentage of men who don\u2019t own any land, which legally registered with
their name or cannot be sold without their signature, either solely or jointly
with someone else or both. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.Q4.ZS\",\"name\":\"Men
who do not own land (% of men): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men): Q4 is the
percentage of men who don\u2019t own any land, which legally registered with
their name or cannot be sold without their signature, either solely or jointly
with someone else or both. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.Q5.ZS\",\"name\":\"Men
who do not own land (% of men): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men): Q5 (highest)
is the percentage of men who don\u2019t own any land, which legally registered
with their name or cannot be sold without their signature, either solely or
jointly with someone else or both. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.LDNO.MA.ZS\",\"name\":\"Men
who do not own land (% of men)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Men who do not own land (% of men) is the percentage
of men who don\u2019t own any land, which legally registered with their name
or cannot be sold without their signature, either solely or jointly with someone
else or both.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.OWN.PRRT.MR\",\"name\":\"Married
men and married women have equal ownership rights to property (1=yes; 0=no)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Married men and married women have equal ownership
rights to property is whether both married men and married women have the
same ownership rights to property. Ownership rights as used here covers the
ability to manage, control, administer, access, encumber, receive, dispose
of and transfer property. The answer is \u201CYes\u201D when there is no specific
legal restriction related to property applied to married women or men based
on gender. The answer is \u201CNo\u201D when there are gender differences
in the legal treatment of spousal property, for example, if husbands are granted
administrative control over marital property.\",\"sourceOrganization\":\"World
Bank, Women, Business and the Law.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.POP.MIGR.FE.ZS\",\"name\":\"Female
migrants (% of international migrant stock)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of female migrants out of total
international migrant stock. International migrant stock is the number of
people born in a country other than that in which they live. It also includes
refugees.\",\"sourceOrganization\":\"United Nations Population Division, Trends
in International Migrant Stock: 2015 Revision.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.BRTH.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she has
recently given birth. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.BRTH.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband if she has recently given birth. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.BRTH.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband if she has recently given birth. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.BRTH.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband if she has recently given birth. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.BRTH.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she has
recently given birth. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.BRTH.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she has recently
given birth (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband if she has recently given birth.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.NORS.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband for none
of the reasons: husband has sexually transmitted disease, husband has sex
with other women, recently given birth, tired or not in the mood. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.NORS.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for none of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.NORS.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for none of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.NORS.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for none of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.NORS.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband for none
of the reasons: husband has sexually transmitted disease, husband has sex
with other women, recently given birth, tired or not in the mood. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.NORS.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for none of
the reasons (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for none of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.REAS.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.REAS.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.REAS.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.REAS.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.REAS.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood. Each wealth quintile represents one fifth of households with
quintile 1 being the poorest 20 percent of households and quintile 5 being
the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.REAS.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband for all of the
reasons (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband for all of the reasons: husband has sexually transmitted
disease, husband has sex with other women, recently given birth, tired or
not in the mood.\",\"sourceOrganization\":\"Demographic and Health Surveys
(DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.SXOT.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.SXOT.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.SXOT.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.SXOT.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.SXOT.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.SXOT.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sex with other women (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sex with other women.\",\"sourceOrganization\":\"Demographic and
Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.TIRD.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she is
tired or not in the mood. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TIRD.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she is
tired or not in the mood. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TIRD.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she is
tired or not in the mood. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TIRD.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she is
tired or not in the mood. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TIRD.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she is
tired or not in the mood. Each wealth quintile represents one fifth of households
with quintile 1 being the poorest 20 percent of households and quintile 5
being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TIRD.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she is tired
or not in the mood (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women aged 15-49 who believe that a wife is justified in refusing to have
sex with her husband if she is tired or not in the mood.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.RSX.TMDS.Q1.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TMDS.Q2.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TMDS.Q3.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TMDS.Q4.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TMDS.Q5.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease. Each wealth quintile represents
one fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[]},{\"id\":\"SG.RSX.TMDS.ZS\",\"name\":\"Women
who believe a wife is justified refusing sex with her husband if she knows
he has sexually transmitted disease (%)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15-49 who believe
that a wife is justified in refusing to have sex with her husband if she knows
husband has sexually transmitted disease.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS)\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.ARGU.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she argues with
him (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.ARGU.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she argues with
him (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.ARGU.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she argues with
him (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.ARGU.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she argues with
him (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.ARGU.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she argues with
him (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.ARGU.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife when she argues with him
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she argues with him.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.BURN.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she burns the
food (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.BURN.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she burns the
food (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.BURN.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she burns the
food (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.BURN.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she burns the
food (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.BURN.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she burns the
food (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.BURN.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife when she burns the food
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she burns the food.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.GOES.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she goes out without
telling him (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women ages 15-49 who believe
a husband\\/partner is justified in hitting or beating his wife\\/partner
when she goes out without telling him. Each wealth quintile represents one
fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.GOES.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she goes out without
telling him (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she goes out without telling him. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS),
Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler
(http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF global databases
(http:\\/\\/www.data.unicef.org\\/) as of November 2015.\\u000aMICS Compiler
(http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.GOES.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she goes out without
telling him (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she goes out without telling him. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS),
Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler
(http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF global databases
(http:\\/\\/www.data.unicef.org\\/) as of November 2015.\\u000aMICS Compiler
(http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.GOES.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she goes out without
telling him (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she goes out without telling him. Each
wealth quintile represents one fifth of households with quintile 1 being the
poorest 20 percent of households and quintile 5 being the richest 20 percent
of households.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS),
Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler
(http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF global databases
(http:\\/\\/www.data.unicef.org\\/) as of November 2015.\\u000aMICS Compiler
(http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.GOES.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she goes out without
telling him (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women ages 15-49 who believe
a husband\\/partner is justified in hitting or beating his wife\\/partner
when she goes out without telling him. Each wealth quintile represents one
fifth of households with quintile 1 being the poorest 20 percent of households
and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.GOES.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife when she goes out without
telling him (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she goes out without telling him.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.MARR.ZS\",\"name\":\"Spousal
physical or sexual violence in last 12 months (%)\",\"source\":{\"id\":\"46\",\"value\":\"Sustainable
Development Goals \"},\"sourceNote\":\"Spousal physical or sexual violence
is the percentage of ever-married women aged 15-49 who have experienced physical
or sexual violence in the last 12 months committed by their husband or partner.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS).\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she neglects the
children (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she neglects the children. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she neglects the
children (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she neglects the children. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she neglects the
children (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she neglects the children. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she neglects the
children (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she neglects the children. Each wealth
quintile represents one fifth of households with quintile 1 being the poorest
20 percent of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she neglects the
children (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women ages 15-49 who believe
a husband\\/partner is justified in hitting or beating his wife\\/partner
when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.NEGL.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife when she neglects the children
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she neglects the children.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.REAS.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife (any of five reasons)
(%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner for any of the following five reasons: argues
with him; refuses to have sex; burns the food; goes out without telling him;
or when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REAS.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife (any of five reasons)
(%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner for any of the following five reasons: argues
with him; refuses to have sex; burns the food; goes out without telling him;
or when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REAS.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife (any of five reasons)
(%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner for any of the following five reasons: argues
with him; refuses to have sex; burns the food; goes out without telling him;
or when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REAS.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife (any of five reasons)
(%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner for any of the following five reasons: argues
with him; refuses to have sex; burns the food; goes out without telling him;
or when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REAS.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife (any of five reasons)
(%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner for any of the following five reasons: argues
with him; refuses to have sex; burns the food; goes out without telling him;
or when she neglects the children. Each wealth quintile represents one fifth
of households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REAS.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife (any of five reasons) (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of women ages 15-49
who believe a husband\\/partner is justified in hitting or beating his wife\\/partner
for any of the following five reasons: argues with him; refuses to have sex;
burns the food; goes out without telling him; or when she neglects the children.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SG.VAW.REFU.Q1.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she refuses sex
with him (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she refuses sex with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REFU.Q2.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she refuses sex
with him (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she refuses sex with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REFU.Q3.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she refuses sex
with him (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she refuses sex with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REFU.Q4.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she refuses sex
with him (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she refuses sex with him. Each wealth quintile
represents one fifth of households with quintile 1 being the poorest 20 percent
of households and quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REFU.Q5.ZS\",\"name\":\"Women
who believe a husband is justified in beating his wife when she refuses sex
with him (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women ages 15-49 who believe
a husband\\/partner is justified in hitting or beating his wife\\/partner
when she refuses sex with him. Each wealth quintile represents one fifth of
households with quintile 1 being the poorest 20 percent of households and
quintile 5 being the richest 20 percent of households.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[]},{\"id\":\"SG.VAW.REFU.ZS\",\"name\":\"Women who
believe a husband is justified in beating his wife when she refuses sex with
him (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Percentage
of women ages 15-49 who believe a husband\\/partner is justified in hitting
or beating his wife\\/partner when she refuses sex with him.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other
surveys: STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016,
UNICEF global databases (http:\\/\\/www.data.unicef.org\\/) as of November
2015.\\u000aMICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June
12, 2016.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.ACS.ALON.Q1.ZS\",\"name\":\"Problems
in accessing health care (not wanting to go alone) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.ALON.Q2.ZS\",\"name\":\"Problems
in accessing health care (not wanting to go alone) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.ALON.Q3.ZS\",\"name\":\"Problems
in accessing health care (not wanting to go alone) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.ALON.Q4.ZS\",\"name\":\"Problems
in accessing health care (not wanting to go alone) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.ALON.Q5.ZS\",\"name\":\"Problems
in accessing health care (not wanting to go alone) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.DIST.Q1.ZS\",\"name\":\"Problems
in accessing health care (distance to health facility) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.DIST.Q2.ZS\",\"name\":\"Problems
in accessing health care (distance to health facility) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.DIST.Q3.ZS\",\"name\":\"Problems
in accessing health care (distance to health facility) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.DIST.Q4.ZS\",\"name\":\"Problems
in accessing health care (distance to health facility) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.DIST.Q5.ZS\",\"name\":\"Problems
in accessing health care (distance to health facility) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.MONY.Q1.ZS\",\"name\":\"Problems
in accessing health care (getting money for treatment) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.MONY.Q2.ZS\",\"name\":\"Problems
in accessing health care (getting money for treatment) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.MONY.Q3.ZS\",\"name\":\"Problems
in accessing health care (getting money for treatment) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.MONY.Q4.ZS\",\"name\":\"Problems
in accessing health care (getting money for treatment) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.MONY.Q5.ZS\",\"name\":\"Problems
in accessing health care (getting money for treatment) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.NOFP.Q1.ZS\",\"name\":\"Problems
in accessing health care (concern there may not be a female provider) (% of
women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.NOFP.Q2.ZS\",\"name\":\"Problems
in accessing health care (concern there may not be a female provider) (% of
women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.NOFP.Q3.ZS\",\"name\":\"Problems in accessing health
care (concern there may not be a female provider) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.NOFP.Q4.ZS\",\"name\":\"Problems
in accessing health care (concern there may not be a female provider) (% of
women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.NOFP.Q5.ZS\",\"name\":\"Problems in accessing health
care (concern there may not be a female provider) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PERM.Q1.ZS\",\"name\":\"Problems
in accessing health care (getting permission to go for treatment) (% of women):
Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.PERM.Q2.ZS\",\"name\":\"Problems in accessing health
care (getting permission to go for treatment) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PERM.Q3.ZS\",\"name\":\"Problems
in accessing health care (getting permission to go for treatment) (% of women):
Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.PERM.Q4.ZS\",\"name\":\"Problems in accessing health
care (getting permission to go for treatment) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PERM.Q5.ZS\",\"name\":\"Problems
in accessing health care (getting permission to go for treatment) (% of women):
Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing
health care: Percentage of women who report they have big problems in accessing
health care for themselves when they are sick, by type of problem. The types
of problem specified are; knowing where to go for treatment, getting permission
to go for treatment, getting money for treatment, distance to health facility,
having to take transport, not wanting to go alone, and concern there may not
be a female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.PROB.Q1.ZS\",\"name\":\"Problems in accessing health
care (any of the specified problems) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PROB.Q2.ZS\",\"name\":\"Problems
in accessing health care (any of the specified problems) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PROB.Q3.ZS\",\"name\":\"Problems
in accessing health care (any of the specified problems) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PROB.Q4.ZS\",\"name\":\"Problems
in accessing health care (any of the specified problems) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.PROB.Q5.ZS\",\"name\":\"Problems
in accessing health care (any of the specified problems) (% of women): Q5
(highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.TRAN.Q1.ZS\",\"name\":\"Problems in accessing health
care (having to take transport) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.TRAN.Q2.ZS\",\"name\":\"Problems
in accessing health care (having to take transport) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.TRAN.Q3.ZS\",\"name\":\"Problems
in accessing health care (having to take transport) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.TRAN.Q4.ZS\",\"name\":\"Problems
in accessing health care (having to take transport) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.TRAN.Q5.ZS\",\"name\":\"Problems
in accessing health care (having to take transport) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.WHER.Q1.ZS\",\"name\":\"Problems
in accessing health care (knowing where to go for treatment) (% of women):
Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.WHER.Q2.ZS\",\"name\":\"Problems in accessing health
care (knowing where to go for treatment) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.WHER.Q3.ZS\",\"name\":\"Problems
in accessing health care (knowing where to go for treatment) (% of women):
Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing health
care: Percentage of women who report they have big problems in accessing health
care for themselves when they are sick, by type of problem. The types of problem
specified are; knowing where to go for treatment, getting permission to go
for treatment, getting money for treatment, distance to health facility, having
to take transport, not wanting to go alone, and concern there may not be a
female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ACS.WHER.Q4.ZS\",\"name\":\"Problems in accessing health
care (knowing where to go for treatment) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems
in accessing health care: Percentage of women who report they have big problems
in accessing health care for themselves when they are sick, by type of problem.
The types of problem specified are; knowing where to go for treatment, getting
permission to go for treatment, getting money for treatment, distance to health
facility, having to take transport, not wanting to go alone, and concern there
may not be a female provider.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.ACS.WHER.Q5.ZS\",\"name\":\"Problems
in accessing health care (knowing where to go for treatment) (% of women):
Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Problems in accessing
health care: Percentage of women who report they have big problems in accessing
health care for themselves when they are sick, by type of problem. The types
of problem specified are; knowing where to go for treatment, getting permission
to go for treatment, getting money for treatment, distance to health facility,
having to take transport, not wanting to go alone, and concern there may not
be a female provider.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ANM.ALLW.ZS\",\"name\":\"Prevalence of anemia among women
of reproductive age (% of women ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of anemia among women
of reproductive age refers to the combined prevalence of both non-pregnant
with haemoglobin levels below 12 g\\/dL and pregnant women with haemoglobin
levels below 11 g\\/dL.\",\"sourceOrganization\":\"Stevens GA et al. Global,
regional, and national trends in hemoglobin concentration and prevalence of
total and severe anemia in children and pregnant and non-pregnant women for
1995-2011: a systematic analysis of population-representative data. The Lancet
Global Health 2013;1:e16-e25.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ANM.CHLD.ZS\",\"name\":\"Prevalence of anemia among children
(% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Prevalence of anemia, children under age 5,
is the percentage of children under age 5 whose hemoglobin level is less than
110 grams per liter at sea level.\",\"sourceOrganization\":\"1. WHO. Global
anemia prevalence and trends 1995-2011. Geneva: World Health Organization;
forthcoming. 2. Stevens GA, Finucane MM, De-Regil LM, et al. Global, regional,
and national trends in hemoglobin concentration and prevalence of total and
severe anemia in children and pregnant and non-pregnant women for 1995-2011:
a systematic analysis of population-representative data. The Lancet Global
Health 2013; 1(1): e16-e25.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.ANM.NPRG.ZS\",\"name\":\"Prevalence of anemia among non-pregnant
women (% of women ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of anemia, non-pregnant
women, is the percentage of non-pregnant women whose hemoglobin level is less
than 120 grams per liter at sea level.\",\"sourceOrganization\":\"Stevens
GA, Finucane MM, De-Regil LM, et al. Global, regional, and national trends
in hemoglobin concentration and prevalence of total and severe anemia in children
and pregnant and non-pregnant women for 1995-2011: a systematic analysis of
population-representative data. The Lancet Global Health 2013; 1(1): e16-e25.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.CON.1524.FE.ZS\",\"name\":\"Condom use, population ages
15-24, female (% of females ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Condom use is the percentage of
the population ages 15-24 who used a condom at last intercourse in the last
12 months.\",\"sourceOrganization\":\"Demographic and Health Surveys, and
UNAIDS.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.CON.1524.MA.ZS\",\"name\":\"Condom
use, population ages 15-24, male (% of males ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Condom use is the percentage of
the population ages 15-24 who used a condom at last intercourse in the last
12 months.\",\"sourceOrganization\":\"Demographic and Health Surveys, and
UNAIDS.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.CON.AIDS.FE.ZS\",\"name\":\"Condom
use with non regular partner, % adults(15-49), female\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Demographic and Health
Surveys, and UNAIDS.\",\"sourceOrganization\":\"Demographic and Health Surveys,
and UNAIDS.\",\"topics\":[]},{\"id\":\"SH.CON.AIDS.MA.ZS\",\"name\":\"Condom
use with non regular partner, % adults(15-49), male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Demographic and Health
Surveys, and UNAIDS.\",\"sourceOrganization\":\"Demographic and Health Surveys,
and UNAIDS.\",\"topics\":[]},{\"id\":\"SH.DR.TOTL\",\"name\":\"Number of Doctors\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SH.DTH.COMM.1534.FE.ZS\",\"name\":\"Cause
of death, by communicable diseases and maternal, prenatal and nutrition conditions,
ages 15-34, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Communicable diseases and maternal,
prenatal and nutrition conditions include infectious and parasitic diseases,
respiratory infections, and nutritional deficiencies such as underweight and
stunting.\",\"sourceOrganization\":\"Derived based on the data from WHO's
World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.COMM.1534.MA.ZS\",\"name\":\"Cause
of death, by communicable diseases and maternal, prenatal and nutrition conditions,
ages 15-34, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Communicable diseases and maternal,
prenatal and nutrition conditions include infectious and parasitic diseases,
respiratory infections, and nutritional deficiencies such as underweight and
stunting.\",\"sourceOrganization\":\"Derived based on the data from WHO's
World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.COMM.3559.FE.ZS\",\"name\":\"Cause
of death, by communicable diseases and maternal, prenatal and nutrition conditions,
ages 35-59, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Communicable diseases and maternal,
prenatal and nutrition conditions include infectious and parasitic diseases,
respiratory infections, and nutritional deficiencies such as underweight and
stunting.\",\"sourceOrganization\":\"Derived based on the data from WHO's
World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.COMM.3559.MA.ZS\",\"name\":\"Cause
of death, by communicable diseases and maternal, prenatal and nutrition conditions,
ages 35-59, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Communicable diseases and maternal,
prenatal and nutrition conditions include infectious and parasitic diseases,
respiratory infections, and nutritional deficiencies such as underweight and
stunting.\",\"sourceOrganization\":\"Derived based on the data from WHO's
World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.COMM.ZS\",\"name\":\"Cause
of death, by communicable diseases and maternal, prenatal and nutrition conditions
(% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Cause
of death refers to the share of all deaths for all ages by underlying causes.
Communicable diseases and maternal, prenatal and nutrition conditions include
infectious and parasitic diseases, respiratory infections, and nutritional
deficiencies such as underweight and stunting.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DTH.IMRT\",\"name\":\"Number of infant deaths\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of infants dying before
reaching one year of age.\",\"sourceOrganization\":\"Estimates developed by
the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World
Bank, UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DTH.INJR.1534.FE.ZS\",\"name\":\"Cause of death, by injury,
ages 15-34, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Injuries include unintentional
and intentional injuries.\",\"sourceOrganization\":\"Derived based on the
data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.INJR.1534.MA.ZS\",\"name\":\"Cause
of death, by injury, ages 15-34, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Injuries include unintentional
and intentional injuries.\",\"sourceOrganization\":\"Derived based on the
data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.INJR.3559.FE.ZS\",\"name\":\"Cause
of death, by injury, ages 35-59, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Injuries include unintentional
and intentional injuries.\",\"sourceOrganization\":\"Derived based on the
data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.INJR.3559.MA.ZS\",\"name\":\"Cause
of death, by injury, ages 35-59, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Injuries include unintentional
and intentional injuries.\",\"sourceOrganization\":\"Derived based on the
data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.INJR.ZS\",\"name\":\"Cause
of death, by injury (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Cause of death refers to the share
of all deaths for all ages by underlying causes. Injuries include unintentional
and intentional injuries.\",\"sourceOrganization\":\"Derived based on the
data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DTH.MORT\",\"name\":\"Number of under-five deaths\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of children dying before
reaching age five.\",\"sourceOrganization\":\"Estimates developed by the UN
Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank,
UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DTH.NCOM.1534.FE.ZS\",\"name\":\"Cause of death, by non-communicable
diseases, ages 15-34, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Non-communicable diseases include
cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin
diseases, musculoskeletal diseases, and congenital anomalies.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.NCOM.1534.MA.ZS\",\"name\":\"Cause
of death, by non-communicable diseases, ages 15-34, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Non-communicable diseases include
cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin
diseases, musculoskeletal diseases, and congenital anomalies.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.NCOM.3559.FE.ZS\",\"name\":\"Cause
of death, by non-communicable diseases, ages 35-59, female (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Non-communicable diseases include
cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin
diseases, musculoskeletal diseases, and congenital anomalies.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.NCOM.3559.MA.ZS\",\"name\":\"Cause
of death, by non-communicable diseases, ages 35-59, male (% relevant age)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Cause of death refers to the share of all deaths
for the relevant age by underlying causes. Non-communicable diseases include
cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin
diseases, musculoskeletal diseases, and congenital anomalies.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DTH.NCOM.ZS\",\"name\":\"Cause
of death, by non-communicable diseases (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Cause of death refers to the share
of all deaths for all ages by underlying causes. Non-communicable diseases
include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases,
skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"sourceOrganization\":\"Derived
based on the data from WHO's World Health Statistics.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DTH.NMRT\",\"name\":\"Number of neonatal deaths\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Number of neonates dying before
reaching 28 days of age.\",\"sourceOrganization\":\"Estimates developed by
the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World
Bank, UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.AIDS\",\"name\":\"Adults (ages 15+) living with HIV\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Adults living with
HIV refers to the number of people ages 15-49 who are infected with HIV.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[]},{\"id\":\"SH.DYN.AIDS.DH\",\"name\":\"AIDS estimated
deaths (UNAIDS estimates)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"AIDS deaths are the estimated
number of adults and children who died due to AIDS-related causes.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[]},{\"id\":\"SH.DYN.AIDS.FE.ZS\",\"name\":\"Women's
share of population ages 15+ living with HIV (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV is the percentage
of people who are infected with HIV. Female rate is as a percentage of the
total population ages 15+ who are living with HIV.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DYN.AIDS.HG.ZS\",\"name\":\"HIV
prevalence rate, adult 15-49 years (%; high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV refers to the
percentage of people ages 15-49 who are infected with HIV based on a high
estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.DYN.AIDS.LW.ZS\",\"name\":\"HIV
prevalence rate, adult 15-49 years (%; low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV refers to the
percentage of people ages 15-49 who are infected with HIV based on a low estimate.
\ \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global AIDS
Epidemic.\",\"topics\":[]},{\"id\":\"SH.DYN.AIDS.ZS\",\"name\":\"Prevalence
of HIV, total (% of population ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV refers to the
percentage of people ages 15-49 who are infected with HIV.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"SH.DYN.CHLD.FE\",\"name\":\"Mortality rate,
female child (per 1,000 female children age one)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Child mortality rate is the probability
of dying between the exact ages of one and five, if subject to current age-specific
mortality rates. The probability is expressed as a rate per 1,000.\",\"sourceOrganization\":\"Demographic
and Health Surveys by ICF International, Multiple Indicators Cluster Surveys
by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control,
and Family Health Surveys by Pan Arab Project for Family Health. See footnotes
for a source.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.DYN.CHLD.MA\",\"name\":\"Mortality
rate, male child (per 1,000 male children age one)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Child mortality rate is the probability
of dying between the exact ages of one and five, if subject to current age-specific
mortality rates. The probability is expressed as a rate per 1,000.\",\"sourceOrganization\":\"Demographic
and Health Surveys by ICF International, Multiple Indicators Cluster Surveys
by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control,
and Family Health Surveys by Pan Arab Project for Family Health. See footnotes
for a source.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.MORT\",\"name\":\"Mortality rate, under-5 (per 1,000
live births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Under-five
mortality rate is the probability per 1,000 that a newborn baby will die before
reaching age five, if subject to age-specific mortality rates of the specified
year.\",\"sourceOrganization\":\"Estimates Developed by the UN Inter-agency
Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population
Division) at www.childmortality.org. Projected data are from the United Nations
Population Division's World Population Prospects; and may in some cases not
be consistent with data before the current year.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"},{\"id\":\"19\",\"value\":\"Climate
Change\"}]},{\"id\":\"SH.DYN.MORT.FE\",\"name\":\"Mortality rate, under-5,
female (per 1,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Under-five mortality rate, female
is the probability per 1,000 that a newborn female baby will die before reaching
age five, if subject to female age-specific mortality rates of the specified
year.\",\"sourceOrganization\":\"Estimates developed by the UN Inter-agency
Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population
Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.MORT.MA\",\"name\":\"Mortality rate, under-5, male
(per 1,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Under-five mortality rate, male is the probability
per 1,000 that a newborn male baby will die before reaching age five, if subject
to male age-specific mortality rates of the specified year.\",\"sourceOrganization\":\"Estimates
developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF,
WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.MORT.Q1\",\"name\":\"Under-5 mortality rate (per 1,000
live births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Under-5 mortality
rate: Number of deaths to children under age five years per 1000 live births,
based on experience during the reference period before the survey. The reference
period is ten years preceding the survey for DHS surveys, and the reference
period varies for MICS surveys (often three to five years preceding the survey).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.DYN.MORT.Q2\",\"name\":\"Under-5
mortality rate (per 1,000 live births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Under-5
mortality rate: Number of deaths to children under age five years per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.MORT.Q3\",\"name\":\"Under-5 mortality rate (per 1,000
live births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Under-5 mortality
rate: Number of deaths to children under age five years per 1000 live births,
based on experience during the reference period before the survey. The reference
period is ten years preceding the survey for DHS surveys, and the reference
period varies for MICS surveys (often three to five years preceding the survey).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.DYN.MORT.Q4\",\"name\":\"Under-5
mortality rate (per 1,000 live births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Under-5
mortality rate: Number of deaths to children under age five years per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.MORT.Q5\",\"name\":\"Under-5 mortality rate (per 1,000
live births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Under-5
mortality rate: Number of deaths to children under age five years per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.DYN.NMRT\",\"name\":\"Mortality rate, neonatal (per 1,000
live births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Neonatal
mortality rate is the number of neonates dying before reaching 28 days of
age, per 1,000 live births in a given year.\",\"sourceOrganization\":\"Estimates
developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF,
WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.ACPT.Q1.ZS\",\"name\":\"Acceptability of media messages
on family planning (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Acceptability
of media messages on family planning: Percentage of all women who believe
that it is acceptable to have messages about family planning on the radio
or television.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.ACPT.Q2.ZS\",\"name\":\"Acceptability of media messages
on family planning (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Acceptability
of media messages on family planning: Percentage of all women who believe
that it is acceptable to have messages about family planning on the radio
or television.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.ACPT.Q3.ZS\",\"name\":\"Acceptability of media messages
on family planning (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Acceptability
of media messages on family planning: Percentage of all women who believe
that it is acceptable to have messages about family planning on the radio
or television.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.ACPT.Q4.ZS\",\"name\":\"Acceptability of media messages
on family planning (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Acceptability
of media messages on family planning: Percentage of all women who believe
that it is acceptable to have messages about family planning on the radio
or television.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.ACPT.Q5.ZS\",\"name\":\"Acceptability of media messages
on family planning (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Acceptability
of media messages on family planning: Percentage of all women who believe
that it is acceptable to have messages about family planning on the radio
or television.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.APRV.HB.Q1.ZS\",\"name\":\"Attitudes of couples toward
family planning (husband approves) (% of married non-sterilized women): Q1
(lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.HB.Q2.ZS\",\"name\":\"Attitudes
of couples toward family planning (husband approves) (% of married non-sterilized
women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.HB.Q3.ZS\",\"name\":\"Attitudes
of couples toward family planning (husband approves) (% of married non-sterilized
women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.HB.Q4.ZS\",\"name\":\"Attitudes
of couples toward family planning (husband approves) (% of married non-sterilized
women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.HB.Q5.ZS\",\"name\":\"Attitudes
of couples toward family planning (husband approves) (% of married non-sterilized
women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes
of couples toward family planning: Percentage of currently married non-sterilized
women with knowledge of contraceptive method who approve family planning and
who have perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.RS.Q1.ZS\",\"name\":\"Attitudes
of couples toward family planning (respondent approves) (% of married non-sterilized
women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes
of couples toward family planning: Percentage of currently married non-sterilized
women with knowledge of contraceptive method who approve family planning and
who have perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.RS.Q2.ZS\",\"name\":\"Attitudes
of couples toward family planning (respondent approves) (% of married non-sterilized
women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.RS.Q3.ZS\",\"name\":\"Attitudes
of couples toward family planning (respondent approves) (% of married non-sterilized
women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.RS.Q4.ZS\",\"name\":\"Attitudes
of couples toward family planning (respondent approves) (% of married non-sterilized
women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes of couples toward
family planning: Percentage of currently married non-sterilized women with
knowledge of contraceptive method who approve family planning and who have
perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.APRV.RS.Q5.ZS\",\"name\":\"Attitudes
of couples toward family planning (respondent approves) (% of married non-sterilized
women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Attitudes
of couples toward family planning: Percentage of currently married non-sterilized
women with knowledge of contraceptive method who approve family planning and
who have perception that their husbands approve family planning.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FBRT.Q1.ZS\",\"name\":\"Median
age at first birth (women ages 25-49): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first birth: Median age at first birth among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FBRT.Q2.ZS\",\"name\":\"Median
age at first birth (women ages 25-49): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first birth: Median age at first birth among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FBRT.Q3.ZS\",\"name\":\"Median
age at first birth (women ages 25-49): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first birth: Median age at first birth among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FBRT.Q4.ZS\",\"name\":\"Median
age at first birth (women ages 25-49): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first birth: Median age at first birth among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FBRT.Q5.ZS\",\"name\":\"Median
age at first birth (women ages 25-49): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first birth: Median age at first birth among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FMAR.Q1.ZS\",\"name\":\"Median
age at first marriage (women ages 25-49): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first marriage: Median age at first marriage among women aged 25-49
years.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.FMAR.Q2.ZS\",\"name\":\"Median age at first marriage
(women ages 25-49): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median age
at first marriage: Median age at first marriage among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FMAR.Q3.ZS\",\"name\":\"Median
age at first marriage (women ages 25-49): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first marriage: Median age at first marriage among women aged 25-49
years.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.FMAR.Q4.ZS\",\"name\":\"Median age at first marriage
(women ages 25-49): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median age
at first marriage: Median age at first marriage among women aged 25-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FMAR.Q5.ZS\",\"name\":\"Median
age at first marriage (women ages 25-49): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first marriage: Median age at first marriage among women aged 25-49
years.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.FSEX.Q1.ZS\",\"name\":\"Median age at first sexual
intercourse (women ages 25-49): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first sexual intercourse: Median age at first sexual intercourse among
women aged 25-49 years.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FSEX.Q2.ZS\",\"name\":\"Median
age at first sexual intercourse (women ages 25-49): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first sexual intercourse: Median age at first sexual intercourse among
women aged 25-49 years.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FSEX.Q3.ZS\",\"name\":\"Median
age at first sexual intercourse (women ages 25-49): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first sexual intercourse: Median age at first sexual intercourse among
women aged 25-49 years.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FSEX.Q4.ZS\",\"name\":\"Median
age at first sexual intercourse (women ages 25-49): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first sexual intercourse: Median age at first sexual intercourse among
women aged 25-49 years.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.FSEX.Q5.ZS\",\"name\":\"Median
age at first sexual intercourse (women ages 25-49): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
age at first sexual intercourse: Median age at first sexual intercourse among
women aged 25-49 years.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.HEAR.Q1.ZS\",\"name\":\"Heard
family planning on radio and television (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Heard
family planning on radio and television: Percentage of all women who have
heard a radio or television message about family planning in the last few
months prior to the interview.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.HEAR.Q2.ZS\",\"name\":\"Heard
family planning on radio and television (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Heard
family planning on radio and television: Percentage of all women who have
heard a radio or television message about family planning in the last few
months prior to the interview.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.HEAR.Q3.ZS\",\"name\":\"Heard
family planning on radio and television (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Heard
family planning on radio and television: Percentage of all women who have
heard a radio or television message about family planning in the last few
months prior to the interview.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.HEAR.Q4.ZS\",\"name\":\"Heard
family planning on radio and television (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Heard
family planning on radio and television: Percentage of all women who have
heard a radio or television message about family planning in the last few
months prior to the interview.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.HEAR.Q5.ZS\",\"name\":\"Heard
family planning on radio and television (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Heard
family planning on radio and television: Percentage of all women who have
heard a radio or television message about family planning in the last few
months prior to the interview.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.IDLC.Q1\",\"name\":\"Mean
ideal number of children (per woman): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
ideal number of children: Mean ideal number of children for all women.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.IDLC.Q2\",\"name\":\"Mean
ideal number of children (per woman): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
ideal number of children: Mean ideal number of children for all women.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.IDLC.Q3\",\"name\":\"Mean
ideal number of children (per woman): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
ideal number of children: Mean ideal number of children for all women.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.IDLC.Q4\",\"name\":\"Mean
ideal number of children (per woman): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
ideal number of children: Mean ideal number of children for all women.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.IDLC.Q5\",\"name\":\"Mean
ideal number of children (per woman): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
ideal number of children: Mean ideal number of children for all women.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KNOW.Q1.ZS\",\"name\":\"Knowledge
of contraception (any method) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KNOW.Q2.ZS\",\"name\":\"Knowledge
of contraception (any method) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KNOW.Q3.ZS\",\"name\":\"Knowledge
of contraception (any method) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KNOW.Q4.ZS\",\"name\":\"Knowledge
of contraception (any method) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KNOW.Q5.ZS\",\"name\":\"Knowledge
of contraception (any method) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KWMD.Q1.ZS\",\"name\":\"Knowledge
of contraception (modern method) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KWMD.Q2.ZS\",\"name\":\"Knowledge
of contraception (modern method) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KWMD.Q3.ZS\",\"name\":\"Knowledge
of contraception (modern method) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KWMD.Q4.ZS\",\"name\":\"Knowledge
of contraception (modern method) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.KWMD.Q5.ZS\",\"name\":\"Knowledge
of contraception (modern method) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of contraception: Percentage of currently married women who know at least
one contraceptive method and at least one modern contraceptive method.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.LIMT.Q1.ZS\",\"name\":\"Desire
to stop (limit) childbearing (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Desire
to stop (limit) childbearing: Percentage of currently married women who want
no more children. Women who have been sterilized or whose spouses are sterilized,
are considered to want no more children.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.LIMT.Q2.ZS\",\"name\":\"Desire
to stop (limit) childbearing (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Desire
to stop (limit) childbearing: Percentage of currently married women who want
no more children. Women who have been sterilized or whose spouses are sterilized,
are considered to want no more children.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.LIMT.Q3.ZS\",\"name\":\"Desire
to stop (limit) childbearing (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Desire
to stop (limit) childbearing: Percentage of currently married women who want
no more children. Women who have been sterilized or whose spouses are sterilized,
are considered to want no more children.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.LIMT.Q4.ZS\",\"name\":\"Desire
to stop (limit) childbearing (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Desire
to stop (limit) childbearing: Percentage of currently married women who want
no more children. Women who have been sterilized or whose spouses are sterilized,
are considered to want no more children.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.LIMT.Q5.ZS\",\"name\":\"Desire
to stop (limit) childbearing (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Desire
to stop (limit) childbearing: Percentage of currently married women who want
no more children. Women who have been sterilized or whose spouses are sterilized,
are considered to want no more children.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MBRI.Q1\",\"name\":\"Median
birth interval (months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
birth interval: Median duration of the birth interval in months for non-first
births in the five years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MBRI.Q2\",\"name\":\"Median
birth interval (months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
birth interval: Median duration of the birth interval in months for non-first
births in the five years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MBRI.Q3\",\"name\":\"Median
birth interval (months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
birth interval: Median duration of the birth interval in months for non-first
births in the five years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MBRI.Q4\",\"name\":\"Median
birth interval (months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
birth interval: Median duration of the birth interval in months for non-first
births in the five years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MBRI.Q5\",\"name\":\"Median
birth interval (months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Median
birth interval: Median duration of the birth interval in months for non-first
births in the five years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.MSTM.Q1.ZS\",\"name\":\"Fertility
planning status (wanted later) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.MSTM.Q2.ZS\",\"name\":\"Fertility planning status (wanted
later) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.MSTM.Q3.ZS\",\"name\":\"Fertility planning status (wanted
later) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.MSTM.Q4.ZS\",\"name\":\"Fertility planning status (wanted
later) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.MSTM.Q5.ZS\",\"name\":\"Fertility planning status (wanted
later) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.READ.Q1.ZS\",\"name\":\"Family planning messages in
print (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Family
planning messages in print: Percentage of all women who have received a message
about family planning from printed media in the last few months prior to the
interview.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.READ.Q2.ZS\",\"name\":\"Family planning messages in
print (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Family planning
messages in print: Percentage of all women who have received a message about
family planning from printed media in the last few months prior to the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.READ.Q3.ZS\",\"name\":\"Family
planning messages in print (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Family
planning messages in print: Percentage of all women who have received a message
about family planning from printed media in the last few months prior to the
interview.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.READ.Q4.ZS\",\"name\":\"Family planning messages in
print (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Family planning
messages in print: Percentage of all women who have received a message about
family planning from printed media in the last few months prior to the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.READ.Q5.ZS\",\"name\":\"Family
planning messages in print (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Family
planning messages in print: Percentage of all women who have received a message
about family planning from printed media in the last few months prior to the
interview.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.SATM.ZS\",\"name\":\"Demand for family planning satisfied
by modern methods (% of married women with demand for family planning)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Demand for family planning satisfied
by modern methods refers to the percentage of married women ages 15-49 years
whose need for family planning is satisfied with modern methods.\",\"sourceOrganization\":\"Demographic
and Health Surveys (DHS).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.FPL.UWTD.Q1.ZS\",\"name\":\"Fertility
planning status (wanted no more) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.UWTD.Q2.ZS\",\"name\":\"Fertility planning status (wanted
no more) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.UWTD.Q3.ZS\",\"name\":\"Fertility planning status (wanted
no more) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.UWTD.Q4.ZS\",\"name\":\"Fertility planning status (wanted
no more) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.UWTD.Q5.ZS\",\"name\":\"Fertility planning status (wanted
no more) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.WNTD.Q1.ZS\",\"name\":\"Fertility planning status (wanted
then) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.WNTD.Q2.ZS\",\"name\":\"Fertility planning status (wanted
then) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.WNTD.Q3.ZS\",\"name\":\"Fertility planning status (wanted
then) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.WNTD.Q4.ZS\",\"name\":\"Fertility planning status (wanted
then) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.FPL.WNTD.Q5.ZS\",\"name\":\"Fertility planning status (wanted
then) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Fertility
planning status: Percentage of births in the five years preceding the survey
which are planned (wanted then), mistimed (wanted later), and unplanned (wanted
no more).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.H2O.SAFE.RU.ZS\",\"name\":\"Improved water source, rural
(% of rural population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to an improved water source
refers to the percentage of the population using an improved drinking water
source. The improved drinking water source includes piped water on premises
(piped household water connection located inside the user\u2019s dwelling,
plot or yard), and other improved drinking water sources (public taps or standpipes,
tube wells or boreholes, protected dug wells, protected springs, and rainwater
collection).\",\"sourceOrganization\":\"WHO\\/UNICEF Joint Monitoring Programme
(JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.H2O.SAFE.UR.ZS\",\"name\":\"Improved
water source, urban (% of urban population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to an improved water source
refers to the percentage of the population using an improved drinking water
source. The improved drinking water source includes piped water on premises
(piped household water connection located inside the user\u2019s dwelling,
plot or yard), and other improved drinking water sources (public taps or standpipes,
tube wells or boreholes, protected dug wells, protected springs, and rainwater
collection).\",\"sourceOrganization\":\"WHO\\/UNICEF Joint Monitoring Programme
(JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SH.H2O.SAFE.ZS\",\"name\":\"Improved
water source (% of population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to an improved water source
refers to the percentage of the population using an improved drinking water
source. The improved drinking water source includes piped water on premises
(piped household water connection located inside the user\u2019s dwelling,
plot or yard), and other improved drinking water sources (public taps or standpipes,
tube wells or boreholes, protected dug wells, protected springs, and rainwater
collection).\",\"sourceOrganization\":\"WHO\\/UNICEF Joint Monitoring Programme
(JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"9\",\"value\":\"Infrastructure \"},{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.HIV.0014\",\"name\":\"Children (0-14) living with HIV\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children living with HIV refers
to the number of children ages 0-14 who are infected with HIV.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.HIV.1524.FE.HG.ZS\",\"name\":\"Prevalence
of HIV, young women 15-24 years (%; high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV, female refers
to the percentage of females ages 15-24 who are infected with HIV based the
high estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.FE.LW.ZS\",\"name\":\"Prevalence
of HIV, young women 15-24 years (%; low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV, female refers
to the percentage of females ages 15-24 who are infected with HIV based the
low estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.FE.ZS\",\"name\":\"Prevalence
of HIV, female (% ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV is the percentage
of people who are infected with HIV. Youth rates are as a percentage of the
relevant age group.\",\"sourceOrganization\":\"UNAIDS estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SH.HIV.1524.KW.FE.ZS\",\"name\":\"Comprehensive
correct knowledge of HIV\\/AIDS, ages 15-24, female (2 prevent ways and reject
3 misconceptions)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"The percent of female respondents
ages 15-24 who correctly identify the two major ways of preventing the sexual
transmission of HIV (using condoms and limiting sex to one faithful, uninfected
partner), who reject the two most common local misconceptions about HIV transmission,
and who know that a healthy-looking person can have HIV.\",\"sourceOrganization\":\"Household
surveys such as Demographic and Health Surveys and Multiple Indicator Cluster
Surveys. Largely compiled by UNICEF.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.KW.MA.ZS\",\"name\":\"Comprehensive
correct knowledge of HIV\\/AIDS, ages 15-24, male (2 prevent ways and reject
3 misconceptions)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"The percent of male respondents
ages 15-24 who correctly identify the two major ways of preventing the sexual
transmission of HIV (using condoms and limiting sex to one faithful, uninfected
partner), who reject the two most common local misconceptions about HIV transmission,
and who know that a healthy-looking person can have HIV.\",\"sourceOrganization\":\"Household
surveys such as Demographic and Health Surveys and Multiple Indicator Cluster
Surveys. Largely compiled by UNICEF.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.MA.HG.ZS\",\"name\":\"Prevalence
of HIV, young men 15-24 years (%; high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV, male refers
to the percentage of females ages 15-24 who are infected with HIV based the
high estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.MA.LW.ZS\",\"name\":\"Prevalence
of HIV, young men 15-24 years (%; low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prevalence of HIV, male refers
to the percentage of females ages 15-24 who are infected with HIV based the
low estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.1524.MA.ZS\",\"name\":\"Prevalence
of HIV, male (% ages 15-24)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Prevalence of HIV is the percentage of people
who are infected with HIV. Youth rates are as a percentage of the relevant
age group.\",\"sourceOrganization\":\"UNAIDS estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SH.HIV.ARTC.FE.ZS\",\"name\":\"Antiretroviral
therapy coverage (% of adult females living with HIV)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of adult females living with
HIV who are receiving antiretroviral therapy.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.HIV.ARTC.MA.ZS\",\"name\":\"Antiretroviral
therapy coverage (% of adult males living with HIV)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"The percentage of adult males living with HIV
who are receiving antiretroviral therapy.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.HIV.ARTC.ZS\",\"name\":\"Antiretroviral
therapy coverage (% of people living with HIV)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Antiretroviral therapy coverage
indicates the percentage of all people living with HIV who are receiving antiretroviral
therapy.\",\"sourceOrganization\":\"UNAIDS estimates.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.HIV.DTS.HG.NUM\",\"name\":\"AIDS deaths in adults and children
(high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Deaths due to HIV\\/AIDS are the estimated
number of adults and children that have died in a specific year based in the
modeling of HIV surveillance data using standard and appropriate tools. \",\"sourceOrganization\":\"UNAIDS
and the WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.DTS.LW.NUM\",\"name\":\"AIDS
deaths in adults and children (low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Deaths due to HIV\\/AIDS are the
estimated number of adults and children that have died in a specific year
based in the modeling of HIV surveillance data using standard and appropriate
tools. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.DTS.NUM\",\"name\":\"AIDS
deaths in adults and children\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Deaths due to HIV\\/AIDS are the
estimated number of adults and children that have died in a specific year
based in the modeling of HIV surveillance data using standard and appropriate
tools. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.KNOW.FE.ZS\",\"name\":\"%
of females ages 15-49 having comprehensive correct knowledge about HIV (2
prevent ways and reject 3 misconceptions)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Knowledge of HIV is
the percentage of respondents who correctly identify the two major ways of
preventing the sexual transmission of HIV (using condoms and limiting sex
to one faithful, uninfected partner), who reject the two most common local
misconceptions about HIV transmission, and who know that a healthy-looking
person can have HIV.\",\"sourceOrganization\":\"Household surveys such as
Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely
compiled by UNICEF.\",\"topics\":[]},{\"id\":\"SH.HIV.KNOW.MA.ZS\",\"name\":\"%
of males ages 15-49 having comprehensive correct knowledge about HIV (2 prevent
ways and reject 3 misconceptions)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Knowledge of HIV is
the percentage of respondents who correctly identify the two major ways of
preventing the sexual transmission of HIV (using condoms and limiting sex
to one faithful, uninfected partner), who reject the two most common local
misconceptions about HIV transmission, and who know that a healthy-looking
person can have HIV.\",\"sourceOrganization\":\"Household surveys such as
Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely
compiled by UNICEF.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.0014.HG.NUM\",\"name\":\"New
HIV infections (0-14 years), high estimate\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated number of children (0-14
years) newly infected with HIV, high estimate.\",\"sourceOrganization\":\"UNAIDS
and the WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.0014.LW.NUM\",\"name\":\"New
HIV infections (0-14 years), low estimate\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated number of children (0-14
years) newly infected with HIV, low estimate.\",\"sourceOrganization\":\"UNAIDS
and the WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.0014.NUM\",\"name\":\"New
HIV infections (0-14 years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated number of children (0-14
years) newly infected with HIV.\",\"sourceOrganization\":\"UNAIDS and the
WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.TOTL.HG.NUM\",\"name\":\"New
HIV infections, high estimate\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated number of people newly
infected with HIV, high estimate.\",\"sourceOrganization\":\"UNAIDS and the
WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.TOTL.LW.NUM\",\"name\":\"New
HIV infections, low estimate\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated number of people newly
infected with HIV, low estimate.\",\"sourceOrganization\":\"UNAIDS and the
WHO's Report on the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.NEW.TOTL.NUM\",\"name\":\"New
HIV infections\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Estimated number of people newly infected with
HIV.\",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.ORP.HG.NUM\",\"name\":\"Orphans
0-17 years currently living (high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"AIDS orphans are the estimated
number of children who have lost their mother or both parents to AIDS before
age 17 since the epidemic began in 1990. Some of the orphaned children included
in this cumulative total are no longer alive; others are no longer under age
17. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.ORP.LW.NUM\",\"name\":\"Orphans
0-17 years currently living (low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"AIDS orphans are the estimated
number of children who have lost their mother or both parents to AIDS before
age 17 since the epidemic began in 1990. Some of the orphaned children included
in this cumulative total are no longer alive; others are no longer under age
17. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.ORP.NUM\",\"name\":\"Orphans
0-17 years currently living\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"AIDS orphans are the estimated
number of children who have lost their mother or both parents to AIDS before
age 17 since the epidemic began in 1990. Some of the orphaned children included
in this cumulative total are no longer alive; others are no longer under age
17. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on the Global
AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.ORPH\",\"name\":\"Children
orphaned by HIV\\/AIDS\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Number of children orphaned
by HIV\\/AIDS is the estimated number of children who have lost their mother
or both parents to AIDS before age 15 since the epidemic began. Some of the
orphaned children included in this cumulative total are no longer alive; others
are no longer under age 15.\",\"sourceOrganization\":\"UNAIDS estimates.\",\"topics\":[]},{\"id\":\"SH.HIV.PREG.VIRALS.HG.ZS\",\"name\":\"HIV
positive pregnant women receiving antiretrovirals, using WHO\\/UNAIDS methodology
(%; high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of HIV-infected pregnant women who
received antiretrovirals to reduce the risk of mother-to-child transmission.
\ Numerator: Number of HIV-infected pregnant women who received antiretrovirals
during the last 12 months to reduce mother-to-child transmission. Denominator:
Estimated number of HIV-infected pregnant women in the last 12 months. Ranges
are presented for countries with low and concentrated epidemics. The purpose
of this indicator is to assess progress in preventing vertical transmission
of HIV. All data reflect values representing 12 month period ending December
2007 which have been reconciled between reporting country and UNAIDS\\/WHO\\/UNICEF,
unless otherwise noted. All analysis of this indicator, including quoted
country figures, reflect numerators which have gone through a tri agency reconciliation
(UNAIDS\\/WHO\\/UNICEF) process and denominators which have been estimated
directly from the UNAIDS\\/WHO Reference group on Estimates, Modelling and
Projections methodology (Spectrum). The reconciliation process ensured all
agencies reported the same country endorsed figure which was the most recent
and met the definition of HIV-infected women receiving antiretroviral drugs
over the last 12 months, and thus reflect a full year. Every effort was made
in cases of discrepancy across the three agencies to obtain approval from
the country on a final indicator value. \",\"sourceOrganization\":\"http:\\/\\/data.unaids.org\\/pub\\/GlobalReport\\/2008\\/\",\"topics\":[]},{\"id\":\"SH.HIV.PREG.VIRALS.LW.ZS\",\"name\":\"HIV
positive pregnant women receiving antiretrovirals, using WHO\\/UNAIDS methodology
(%; low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Percentage of HIV-infected pregnant women who
received antiretrovirals to reduce the risk of mother-to-child transmission.
\ Numerator: Number of HIV-infected pregnant women who received antiretrovirals
during the last 12 months to reduce mother-to-child transmission. Denominator:
Estimated number of HIV-infected pregnant women in the last 12 months. Ranges
are presented for countries with low and concentrated epidemics. The purpose
of this indicator is to assess progress in preventing vertical transmission
of HIV. All data reflect values representing 12 month period ending December
2007 which have been reconciled between reporting country and UNAIDS\\/WHO\\/UNICEF,
unless otherwise noted. All analysis of this indicator, including quoted
country figures, reflect numerators which have gone through a tri agency reconciliation
(UNAIDS\\/WHO\\/UNICEF) process and denominators which have been estimated
directly from the UNAIDS\\/WHO Reference group on Estimates, Modelling and
Projections methodology (Spectrum). The reconciliation process ensured all
agencies reported the same country endorsed figure which was the most recent
and met the definition of HIV-infected women receiving antiretroviral drugs
over the last 12 months, and thus reflect a full year. Every effort was made
in cases of discrepancy across the three agencies to obtain approval from
the country on a final indicator value. \",\"sourceOrganization\":\"http:\\/\\/data.unaids.org\\/pub\\/GlobalReport\\/2008\\/\",\"topics\":[]},{\"id\":\"SH.HIV.PREG.VIRALS.NUM\",\"name\":\"Number
of HIV positive pregnant women receiving antiretrovirals \",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Number of HIV-infected pregnant
women who received antiretrovirals during the last 12 months to reduce mother-to-child
transmission. The purpose of this indicator is to assess progress in preventing
vertical transmission of HIV. \",\"sourceOrganization\":\"http:\\/\\/data.unaids.org\\/pub\\/GlobalReport\\/2008\\/\",\"topics\":[]},{\"id\":\"SH.HIV.PREG.VIRALS.ZS\",\"name\":\"HIV
positive pregnant women receiving antiretrovirals, using WHO\\/UNAIDS methodology
(%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Percentage
of HIV-infected pregnant women who received antiretrovirals to reduce the
risk of mother-to-child transmission. Numerator: Number of HIV-infected pregnant
women who received antiretrovirals during the last 12 months to reduce mother-to-child
transmission. Denominator: Estimated number of HIV-infected pregnant women
in the last 12 months. The purpose of this indicator is to assess progress
in preventing vertical transmission of HIV. All data reflect values representing
12 month period ending December 2007 which have been reconciled between reporting
country and UNAIDS\\/WHO\\/UNICEF, unless otherwise noted. All analysis of
this indicator, including quoted country figures, reflect numerators which
have gone through a tri agency reconciliation (UNAIDS\\/WHO\\/UNICEF) process
and denominators which have been estimated directly from the UNAIDS\\/WHO
Reference group on Estimates, Modelling and Projections methodology (Spectrum).
\ The reconciliation process ensured all agencies reported the same country
endorsed figure which was the most recent and met the definition of HIV-infected
women receiving antiretroviral drugs over the last 12 months, and thus reflect
a full year. Every effort was made in cases of discrepancy across the three
agencies to obtain approval from the country on a final indicator value. \",\"sourceOrganization\":\"http:\\/\\/data.unaids.org\\/pub\\/GlobalReport\\/2008\\/\",\"topics\":[]},{\"id\":\"SH.HIV.TOTL\",\"name\":\"Adults
(ages 15+) and children (0-14 years) living with HIV\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Adults and children
living with HIV refers to the number of people ages 0-49 (adult ages 15-49
and children ages 0-14) who are infected with HIV.\",\"sourceOrganization\":\"UNAIDS
estimates.\",\"topics\":[]},{\"id\":\"SH.HIV.TOTL.HG.NUM\",\"name\":\"People
living with HIV\\/AIDS, total (high estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated total number of people
with HIV\\/AIDS is the number of people living with HIV. Depending on the
reliability of the data available, there may be more or less uncertainty surrounding
each estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.TOTL.LW.NUM\",\"name\":\"People
living with HIV\\/AIDS, total (low estimate)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated total number of people
with HIV\\/AIDS is the number of people living with HIV. Depending on the
reliability of the data available, there may be more or less uncertainty surrounding
each estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HIV.TOTL.NUM\",\"name\":\"People
living with HIV\\/AIDS, total\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Estimated total number of people
with HIV\\/AIDS is the number of people living with HIV. Depending on the
reliability of the data available, there may be more or less uncertainty surrounding
each estimate. \",\"sourceOrganization\":\"UNAIDS and the WHO's Report on
the Global AIDS Epidemic.\",\"topics\":[]},{\"id\":\"SH.HOSP.TOTL\",\"name\":\"Number
of hospitals\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SH.IMM.ALLV.Q1.ZS\",\"name\":\"Vaccinations
(all vaccinations) (% of children ages 12-23 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.ALLV.Q2.ZS\",\"name\":\"Vaccinations (all vaccinations)
(% of children ages 12-23 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.ALLV.Q3.ZS\",\"name\":\"Vaccinations (all vaccinations)
(% of children ages 12-23 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.ALLV.Q4.ZS\",\"name\":\"Vaccinations (all vaccinations)
(% of children ages 12-23 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.ALLV.Q5.ZS\",\"name\":\"Vaccinations (all vaccinations)
(% of children ages 12-23 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.CHLD.ZS\",\"name\":\"Immunization Coverage for Children
under 5 years old (in % of children population under 5 years old)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SH.IMM.HEPB\",\"name\":\"Immunization,
HepB3 (% of one-year-old children)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Child immunization
rate, hepatitis B is the percentage of children ages 12-23 months who received
vaccinations before 12 months or at any time before the survey. A child is
considered adequately immunized after three doses.\",\"sourceOrganization\":\"WHO
and UNICEF (http:\\/\\/www.who.int\\/immunization_monitoring\\/routine\\/en\\/).\",\"topics\":[]},{\"id\":\"SH.IMM.HIB3\",\"name\":\"Immunization,
Hib3 (% of children ages 12-23 months)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Child immunization
measures the percentage of children ages 12-23 months who received vaccinations
before 12 months or at any time before the survey. A child is considered adequately
immunized against Hib3 after receiving three doses of Haemophilus influenzae
type b vaccine.\",\"sourceOrganization\":\"WHO and UNICEF (http:\\/\\/www.who.int\\/immunization_monitoring\\/routine\\/en\\/\",\"topics\":[]},{\"id\":\"SH.IMM.IBCG\",\"name\":\"Immunization,
BCG (% of one-year-old children)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Child immunization
rate, BCG is the percentage of children ages 12-23 months who received vaccinations
before 12 months or at any time before the survey for BCG. A child is considered
adequately immunized after one dose.\",\"sourceOrganization\":\"WHO and UNICEF
(http:\\/\\/www.who.int\\/immunization_monitoring\\/routine\\/en\\/).\",\"topics\":[]},{\"id\":\"SH.IMM.IBCG.Q1.ZS\",\"name\":\"Vaccinations
(BCG) (% of children ages 12-23 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IBCG.Q2.ZS\",\"name\":\"Vaccinations (BCG) (% of children
ages 12-23 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IBCG.Q3.ZS\",\"name\":\"Vaccinations (BCG) (% of children
ages 12-23 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IBCG.Q4.ZS\",\"name\":\"Vaccinations (BCG) (% of children
ages 12-23 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IBCG.Q5.ZS\",\"name\":\"Vaccinations (BCG) (% of children
ages 12-23 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT\",\"name\":\"Immunization, DPT (% of children
ages 12-23 months)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Child immunization measures the percentage
of children ages 12-23 months who received vaccinations before 12 months or
at any time before the survey. A child is considered adequately immunized
against diphtheria, pertussis (or whooping cough), and tetanus (DPT) after
receiving three doses of vaccine.\",\"sourceOrganization\":\"WHO and UNICEF
(http:\\/\\/www.who.int\\/immunization\\/monitoring_surveillance\\/en\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT.Q1.ZS\",\"name\":\"Vaccinations (DPT 3) (% of
children ages 12-23 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT.Q2.ZS\",\"name\":\"Vaccinations (DPT 3) (% of
children ages 12-23 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT.Q3.ZS\",\"name\":\"Vaccinations (DPT 3) (% of
children ages 12-23 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT.Q4.ZS\",\"name\":\"Vaccinations (DPT 3) (% of
children ages 12-23 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.IDPT.Q5.ZS\",\"name\":\"Vaccinations (DPT 3) (% of
children ages 12-23 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS\",\"name\":\"Immunization, measles (% of children
ages 12-23 months)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Child immunization measures the percentage
of children ages 12-23 months who received vaccinations before 12 months or
at any time before the survey. A child is considered adequately immunized
against measles after receiving one dose of vaccine.\",\"sourceOrganization\":\"WHO
and UNICEF (http:\\/\\/www.who.int\\/immunization\\/monitoring_surveillance\\/en\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS.Q1.ZS\",\"name\":\"Vaccinations (Measles) (% of
children ages 12-23 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS.Q2.ZS\",\"name\":\"Vaccinations (Measles) (% of
children ages 12-23 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS.Q3.ZS\",\"name\":\"Vaccinations (Measles) (% of
children ages 12-23 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS.Q4.ZS\",\"name\":\"Vaccinations (Measles) (% of
children ages 12-23 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.MEAS.Q5.ZS\",\"name\":\"Vaccinations (Measles) (% of
children ages 12-23 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.NONE.Q1.ZS\",\"name\":\"Vaccinations (no vaccinations)
(% of children ages 12-23 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.NONE.Q2.ZS\",\"name\":\"Vaccinations (no vaccinations)
(% of children ages 12-23 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.NONE.Q3.ZS\",\"name\":\"Vaccinations (no vaccinations)
(% of children ages 12-23 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.NONE.Q4.ZS\",\"name\":\"Vaccinations (no vaccinations)
(% of children ages 12-23 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.NONE.Q5.ZS\",\"name\":\"Vaccinations (no vaccinations)
(% of children ages 12-23 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vaccinations:
Percentage of children 12-23 months who have received specific vaccines by
the time of the survey (according to the vaccination card or the mother's
report). Children with all vaccinations refer children who have received BCG,
measles, and three doses each of DPT and polio vaccine (excluding polio 0).
Some MICS surveys refer children in different age groups (e.g. 18-29 months,
or 15-26 months).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.IMM.POL3\",\"name\":\"Immunization, Pol3 (% of one-year-old
children)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Child immunization rate, Polio is the percentage
of children ages 12-23 months who received vaccinations before 12 months or
at any time before the survey. A child is considered adequately immunized
after three doses.\",\"sourceOrganization\":\"WHO and UNICEF (http:\\/\\/www.who.int\\/immunization_monitoring\\/routine\\/en\\/).\",\"topics\":[]},{\"id\":\"SH.MED.BEDS.ZS\",\"name\":\"Hospital
beds (per 1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Hospital beds include inpatient beds available
in public, private, general, and specialized hospitals and rehabilitation
centers. In most cases beds for both acute and chronic care are included.\",\"sourceOrganization\":\"Data
are from the World Health Organization, supplemented by country data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MED.CMHW.P3\",\"name\":\"Community health workers (per
1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Community
health workers include various types of community health aides, many with
country-specific occupational titles such as community health officers, community
health-education workers, family health workers, lady health visitors and
health extension package workers.\",\"sourceOrganization\":\"World Health
Organization's Global Health Workforce Statistics, OECD, supplemented by country
data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"19\",\"value\":\"Climate
Change\"}]},{\"id\":\"SH.MED.MWIV.TOTL\",\"name\":\"Number of Midwives\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SH.MED.NUMW.P3\",\"name\":\"Nurses
and midwives (per 1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Nurses and midwives include professional
nurses, professional midwives, auxiliary nurses, auxiliary midwives, enrolled
nurses, enrolled midwives and other associated personnel, such as dental nurses
and primary care nurses.\",\"sourceOrganization\":\"World Health Organization's
Global Health Workforce Statistics, OECD, supplemented by country data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MED.PHYS.ZS\",\"name\":\"Physicians (per 1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Physicians include generalist and
specialist medical practitioners.\",\"sourceOrganization\":\"World Health
Organization's Global Health Workforce Statistics, OECD, supplemented by country
data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MED.SAOP.P5\",\"name\":\"Specialist
surgical workforce (per 100,000 population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Specialist surgical workforce is
the number of specialist surgical, anaesthetic, and obstetric (SAO) providers
who are working in each country per 100,000 population.\",\"sourceOrganization\":\"The
Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MLR.CSES.TOTL\",\"name\":\"Reported clinical malaria cases
(total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Number
of clinical malaria cases reported are the sum of cases confirmed by slide
examination or RDT and probable and unconfirmed cases (cases that were not
tested but treated as malaria). NMCPs often collect data on the number of
suspected cases, those t\",\"sourceOrganization\":\"World Health Organization
Global Malaria Programme (http:\\/\\/www.who.int\\/malaria\\/world_malaria_report_2009\\/all_mal2009_annexes.pdf)\",\"topics\":[]},{\"id\":\"SH.MLR.DTHS.CHLD.ZS\",\"name\":\"Deaths
among children under five years of age due to malaria (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"\\\"Malaria mortality is the percentage
of deaths due to malaria among children under five years. Malaria was the
underlying cause of death, that is, the disease which initiated the train
of morbid events leading directly to death. This is the distribution of main
causes of death among children aged < 5 years, expressed as percentage of
total deaths.\\u000d \\\"\",\"sourceOrganization\":\"World Health Organisation.\",\"topics\":[]},{\"id\":\"SH.MLR.DTHS.TOTL\",\"name\":\"Reported
malaria deaths (total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Reported malaria deaths include all deaths
in health facilities that are attributed to malaria, whether or not confirmed
by microscopy or by RDT. Deaths reported before 2000 can be probable and
confirmed or only confirmed deaths depending on the country\",\"sourceOrganization\":\"World
Health Organization Global Malaria Programme (http:\\/\\/www.who.int\\/malaria\\/world_malaria_report_2009\\/all_mal2009_annexes.pdf)\",\"topics\":[]},{\"id\":\"SH.MLR.ITN.1HH.ZS\",\"name\":\"Households
with one or more insect-treated mosquito net (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of households owning
at least one insecticide-treated bednet (ITN). \",\"sourceOrganization\":\"DHS,
MICS, MIS or MoH surveys.\",\"topics\":[]},{\"id\":\"SH.MLR.NETA.Q1.ZS\",\"name\":\"Mosquito
net use by children (any mosquito net) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETA.Q2.ZS\",\"name\":\"Mosquito
net use by children (any mosquito net) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETA.Q3.ZS\",\"name\":\"Mosquito
net use by children (any mosquito net) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETA.Q4.ZS\",\"name\":\"Mosquito
net use by children (any mosquito net) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETA.Q5.ZS\",\"name\":\"Mosquito
net use by children (any mosquito net) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETH.Q1.ZS\",\"name\":\"Household
posession of mosquito nets (any type of mosquito net) (% of households): Q1
(lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Household possession of
mosquito nets: Percentage of households with at least one any type of mosquito
net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETH.Q2.ZS\",\"name\":\"Household
posession of mosquito nets (any type of mosquito net) (% of households): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETH.Q3.ZS\",\"name\":\"Household
posession of mosquito nets (any type of mosquito net) (% of households): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETH.Q4.ZS\",\"name\":\"Household
posession of mosquito nets (any type of mosquito net) (% of households): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETH.Q5.ZS\",\"name\":\"Household
posession of mosquito nets (any type of mosquito net) (% of households): Q5
(highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Household possession of
mosquito nets: Percentage of households with at least one any type of mosquito
net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETP.Q1.ZS\",\"name\":\"Mosquito
net use by pregnant women (any mosquito net) (% of pregnant women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by pregnant women: Percentage of pregnant women who slept under any
mosquito net (treated or untreated), and an insecticide-treated net (ITN)
the night before the survey.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETP.Q2.ZS\",\"name\":\"Mosquito
net use by pregnant women (any mosquito net) (% of pregnant women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by pregnant women: Percentage of pregnant women who slept under any
mosquito net (treated or untreated), and an insecticide-treated net (ITN)
the night before the survey.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETP.Q3.ZS\",\"name\":\"Mosquito
net use by pregnant women (any mosquito net) (% of pregnant women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by pregnant women: Percentage of pregnant women who slept under any
mosquito net (treated or untreated), and an insecticide-treated net (ITN)
the night before the survey.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETP.Q4.ZS\",\"name\":\"Mosquito
net use by pregnant women (any mosquito net) (% of pregnant women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by pregnant women: Percentage of pregnant women who slept under any
mosquito net (treated or untreated), and an insecticide-treated net (ITN)
the night before the survey.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETP.Q5.ZS\",\"name\":\"Mosquito
net use by pregnant women (any mosquito net) (% of pregnant women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by pregnant women: Percentage of pregnant women who slept under any
mosquito net (treated or untreated), and an insecticide-treated net (ITN)
the night before the survey.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETS.Q2.ZS\",\"name\":\"Mosquito
net use by children (insecticide-treated net) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETS.Q3.ZS\",\"name\":\"Mosquito
net use by children (insecticide-treated net) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETS.Q4.ZS\",\"name\":\"Mosquito
net use by children (insecticide-treated net) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito
net use by children: Percentage of children under age five years who slept
under any mosquito net (treated or untreated), and an insecticide-treated
net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NETS.ZS\",\"name\":\"Use
of insecticide-treated bed nets (% of under-5 population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Use of insecticide-treated bed
nets refers to the percentage of children under age five who slept under an
insecticide-treated bednet to prevent malaria.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MLR.NTHI.Q1.ZS\",\"name\":\"Household posession of mosquito
nets (insecticide-treated net) (% of households): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTHI.Q2.ZS\",\"name\":\"Household
posession of mosquito nets (insecticide-treated net) (% of households): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTHI.Q3.ZS\",\"name\":\"Household
posession of mosquito nets (insecticide-treated net) (% of households): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTHI.Q4.ZS\",\"name\":\"Household
posession of mosquito nets (insecticide-treated net) (% of households): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Household
possession of mosquito nets: Percentage of households with at least one any
type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTHI.Q5.ZS\",\"name\":\"Household
posession of mosquito nets (insecticide-treated net) (% of households): Q5
(highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Household possession of
mosquito nets: Percentage of households with at least one any type of mosquito
net (treated or untreated), and insecticide-treated net (ITN).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTPI.Q1.ZS\",\"name\":\"Mosquito
net use by pregnant women (insecticide-treated net) (% of pregnant women):
Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito net use by pregnant
women: Percentage of pregnant women who slept under any mosquito net (treated
or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTPI.Q2.ZS\",\"name\":\"Mosquito
net use by pregnant women (insecticide-treated net) (% of pregnant women):
Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito net use by pregnant
women: Percentage of pregnant women who slept under any mosquito net (treated
or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTPI.Q3.ZS\",\"name\":\"Mosquito
net use by pregnant women (insecticide-treated net) (% of pregnant women):
Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito net use by pregnant
women: Percentage of pregnant women who slept under any mosquito net (treated
or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTPI.Q4.ZS\",\"name\":\"Mosquito
net use by pregnant women (insecticide-treated net) (% of pregnant women):
Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito net use by pregnant
women: Percentage of pregnant women who slept under any mosquito net (treated
or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.NTPI.Q5.ZS\",\"name\":\"Mosquito
net use by pregnant women (insecticide-treated net) (% of pregnant women):
Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mosquito net
use by pregnant women: Percentage of pregnant women who slept under any mosquito
net (treated or untreated), and an insecticide-treated net (ITN) the night
before the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MLR.PREG.2IPT.ZS\",\"name\":\"Pregnant women who took at
least 2 doses of intermittent preventative treatment (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Percentage of pregnant women reporting
to have received IPT (intermittent preventive treatment; 2 or more doses).
\ \",\"sourceOrganization\":\"DHS, MICS, MIS or MoH surveys.\",\"topics\":[]},{\"id\":\"SH.MLR.PREG.Q1.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (any antimalarial drug) (% of women with a birth):
Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial drug use by
pregnant women: Percentage of women with a live birth in the two years preceding
the survey who during the pregnancy took any antimalarial drug for prevention,
and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.PREG.Q2.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (any antimalarial drug) (% of women with a birth):
Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial drug use by
pregnant women: Percentage of women with a live birth in the two years preceding
the survey who during the pregnancy took any antimalarial drug for prevention,
and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.PREG.Q3.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (any antimalarial drug) (% of women with a birth):
Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial drug use by
pregnant women: Percentage of women with a live birth in the two years preceding
the survey who during the pregnancy took any antimalarial drug for prevention,
and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.PREG.Q4.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (any antimalarial drug) (% of women with a birth):
Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial drug use by
pregnant women: Percentage of women with a live birth in the two years preceding
the survey who during the pregnancy took any antimalarial drug for prevention,
and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.PREG.Q5.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (any antimalarial drug) (% of women with a birth):
Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.PREG.ZS\",\"name\":\"Use
of any antimalarial drug\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Demographic and Health Surveys.\",\"sourceOrganization\":\"Demographic
and Health Surveys.\",\"topics\":[]},{\"id\":\"SH.MLR.SPF2.ZS\",\"name\":\"Use
of Intermittent Preventive Treatment of malaria, 2+ doses of SP\\/Fansidar
(% of pregnant women)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Percentage of women with a live
birth in the recent years preceding the survey who received 2+ doses of sulfadoxine-pyrimethamine
(SP\\/Fansidar), at least one during an antenatal care visit. Intermittent
Preventive Treatment (IPT) is preventive treatment with SP\\/Fansidar during
an antenatal care (ANC) visit treatment with a dose of sulfadoxine-pyrimethamine
(SP\\/Fansidar) to pregnant women at each scheduled antenatal visit after
the first trimester, but not more frequently than once a month.\",\"sourceOrganization\":\"UNICEF
Childinfo, Multiple Indicator Cluster Surveys, Demographic and Health Surveys.\",\"topics\":[]},{\"id\":\"SH.MLR.SPFN.Q1.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (SP\\/Fansidar two or more doses) (% of women with
a birth): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.SPFN.Q2.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (SP\\/Fansidar two or more doses) (% of women with
a birth): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.SPFN.Q3.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (SP\\/Fansidar two or more doses) (% of women with
a birth): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.SPFN.Q4.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (SP\\/Fansidar two or more doses) (% of women with
a birth): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.SPFN.Q5.ZS\",\"name\":\"Anti-malarial
drug use by pregnant women (SP\\/Fansidar two or more doses) (% of women with
a birth): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Anti-malarial
drug use by pregnant women: Percentage of women with a live birth in the two
years preceding the survey who during the pregnancy took any antimalarial
drug for prevention, and who took SP\\/Fansidar two or more doses.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.Q1.ZS\",\"name\":\"Treatment
of fever (% of children under 5 with fever): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of fever: Percentage of children under age five years with fever in the two
weeks preceding the survey who took antimalarial drugs.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.Q2.ZS\",\"name\":\"Treatment
of fever (% of children under 5 with fever): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of fever: Percentage of children under age five years with fever in the two
weeks preceding the survey who took antimalarial drugs.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.Q3.ZS\",\"name\":\"Treatment
of fever (% of children under 5 with fever): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of fever: Percentage of children under age five years with fever in the two
weeks preceding the survey who took antimalarial drugs.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.Q4.ZS\",\"name\":\"Treatment
of fever (% of children under 5 with fever): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of fever: Percentage of children under age five years with fever in the two
weeks preceding the survey who took antimalarial drugs.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.Q5.ZS\",\"name\":\"Treatment
of fever (% of children under 5 with fever): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of fever: Percentage of children under age five years with fever in the two
weeks preceding the survey who took antimalarial drugs.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.MLR.TRET.ZS\",\"name\":\"Children
with fever receiving antimalarial drugs (% of children under age 5 with fever)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Malaria treatment refers to the
percentage of children under age five who were ill with fever in the last
two weeks and received any appropriate (locally defined) anti-malarial drugs.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MMR.DTHS\",\"name\":\"Number of maternal deaths\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"A maternal death refers to the
death of a woman while pregnant or within 42 days of termination of pregnancy,
irrespective of the duration and site of the pregnancy, from any cause related
to or aggravated by the pregnancy or its management but not from accidental
or incidental causes.\",\"sourceOrganization\":\"WHO, UNICEF, UNFPA, World
Bank Group, and the United Nations Population Division. Trends in Maternal
Mortality: 1990 to 2015. Geneva, World Health Organization, 2015\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.MMR.RISK\",\"name\":\"Lifetime risk of maternal death (1
in: rate varies by country)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Life time risk of maternal death is the probability
that a 15-year-old female will die eventually from a maternal cause assuming
that current levels of fertility and mortality (including maternal mortality)
do not change in the future, taking into account competing causes of death.
\",\"sourceOrganization\":\"WHO, UNICEF, UNFPA, The World Bank, and the United
Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva,
World Health Organization, 2015\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.MMR.RISK.ZS\",\"name\":\"Lifetime
risk of maternal death (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Life time risk of maternal death is the probability
that a 15-year-old female will die eventually from a maternal cause assuming
that current levels of fertility and mortality (including maternal mortality)
do not change in the future, taking into account competing causes of death.
\",\"sourceOrganization\":\"WHO, UNICEF, UNFPA, The World Bank, and the United
Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva,
World Health Organization, 2015\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.MORB.ZS\",\"name\":\"Morbidity
Rate (in %)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\",\"topics\":[]},{\"id\":\"SH.POLINDES.TOTL\",\"name\":\"Number
of Polindes (Poliklinik Desa\\/Village Polyclinic)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SH.PRG.ANEM\",\"name\":\"Prevalence
of anemia among pregnant women (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of anemia, pregnant
women, is the percentage of pregnant women whose hemoglobin level is less
than 110 grams per liter at sea level.\",\"sourceOrganization\":\"1. WHO.
Global anemia prevalence and trends 1995-2011. Geneva: World Health Organization;
forthcoming. 2. Stevens GA, Finucane MM, De-Regil LM, et al. Global, regional,
and national trends in hemoglobin concentration and prevalence of total and
severe anemia in children and pregnant and non-pregnant women for 1995-2011:
a systematic analysis of population-representative data. The Lancet Global
Health 2013; 1(1): e16-e25.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.PRG.ARTC.ZS\",\"name\":\"Antiretroviral therapy coverage
(% of pregnant women living with HIV)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"The percentage of
HIV-positive pregnant women who received antiretroviral medicine during the
past 12 months to reduce the risk of mother-to-child transmission during pregnancy
and delivery.\",\"sourceOrganization\":\"UNAIDS estimates.\",\"topics\":[]},{\"id\":\"SH.PRG.SYPH.ZS\",\"name\":\"Prevalence
of syphilis (% of women attending antenatal care)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Percentage of women
attending antenatal care seropositive for syphilis\",\"sourceOrganization\":\"World
Health Organization\",\"topics\":[]},{\"id\":\"SH.PRV.SMOK.FE\",\"name\":\"Smoking
prevalence, females (% of adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of smoking, female is
the percentage of women ages 15 and over who smoke any form of tobacco, including
cigarettes, cigars, pipes or any other smoked tobacco products. Data include
daily and non-daily or occasional smoking.\",\"sourceOrganization\":\"World
Health Organization, Global Health Observatory Data Repository (http:\\/\\/apps.who.int\\/ghodata\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.PRV.SMOK.FE.Q1.ZS\",\"name\":\"Smoking
(% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Smoking:
Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.PRV.SMOK.FE.Q2.ZS\",\"name\":\"Smoking
(% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Smoking:
Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.PRV.SMOK.FE.Q3.ZS\",\"name\":\"Smoking
(% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Smoking:
Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.PRV.SMOK.FE.Q4.ZS\",\"name\":\"Smoking
(% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Smoking:
Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.PRV.SMOK.FE.Q5.ZS\",\"name\":\"Smoking
(% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Smoking:
Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.PRV.SMOK.MA\",\"name\":\"Smoking
prevalence, males (% of adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of smoking, male is
the percentage of men ages 15 and over who smoke any form of tobacco, including
cigarettes, cigars, pipes or any other smoked tobacco products. Data include
daily and non-daily or occasional smoking.\",\"sourceOrganization\":\"World
Health Organization, Global Health Observatory Data Repository (http:\\/\\/apps.who.int\\/ghodata\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.PUSKESMAS.TOTL\",\"name\":\"Number
of Puskesmas and its line services\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\",\"topics\":[]},{\"id\":\"SH.SGR.CRSK.ZS\",\"name\":\"Risk
of catastrophic expenditure for surgical care (% of people at risk)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The proportion of population at
risk of catastrophic expenditure when surgical care is required. Catastrophic
expenditure is definined as direct out of pocket payments for surgical and
anaesthesia care exceeding 10% of total income.\",\"sourceOrganization\":\"The
Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.SGR.IRSK.ZS\",\"name\":\"Risk of impoverishing expenditure
for surgical care (% of people at risk)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The proportion of population at
risk of impoverishing expenditure when surgical care is required. Impoverishing
expenditure is definined as direct out of pocket payments for surgical and
anaesthesia care which drive people below a poverty threshold (using a threshold
of $1.25 PPP\\/day).\",\"sourceOrganization\":\"The Lancet Commission on Global
Surgery (www.lancetglobalsurgery.org).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.SGR.PROC.P5\",\"name\":\"Number of surgical procedures
(per 100,000 population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The number of procedures undertaken in an operating
theatre per 100,000 population per year in each country. A procedure is defined
as the incision, excision, or manipulation of tissue that needs regional or
general anaesthesia, or profound sedation to control pain.\",\"sourceOrganization\":\"The
Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ACSN\",\"name\":\"Improved sanitation facilities (%
of population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Access to improved sanitation facilities refers
to the percentage of the population using improved sanitation facilities.
Improved sanitation facilities are likely to ensure hygienic separation of
human excreta from human contact. They include flush\\/pour flush (to piped
sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine,
pit latrine with slab, and composting toilet.\",\"sourceOrganization\":\"WHO\\/UNICEF
Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"},{\"id\":\"19\",\"value\":\"Climate
Change\"}]},{\"id\":\"SH.STA.ACSN.RU\",\"name\":\"Improved sanitation facilities,
rural (% of rural population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to improved sanitation facilities
refers to the percentage of the population using improved sanitation facilities.
Improved sanitation facilities are likely to ensure hygienic separation of
human excreta from human contact. They include flush\\/pour flush (to piped
sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine,
pit latrine with slab, and composting toilet.\",\"sourceOrganization\":\"WHO\\/UNICEF
Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ACSN.UR\",\"name\":\"Improved
sanitation facilities, urban (% of urban population with access)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Access to improved sanitation facilities
refers to the percentage of the population using improved sanitation facilities.
Improved sanitation facilities are likely to ensure hygienic separation of
human excreta from human contact. They include flush\\/pour flush (to piped
sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine,
pit latrine with slab, and composting toilet.\",\"sourceOrganization\":\"WHO\\/UNICEF
Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SH.STA.ANCP.Q1.ZS\",\"name\":\"Components
of antenatal care (received iron tablets or syrup) (% of women with a birth):
Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Components of antenatal
care: Percentage of women with a live birth in the three years preceding the
survey who received iron tablets or syrup during pregnancy before the most
recent birth.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANCP.Q2.ZS\",\"name\":\"Components of antenatal care
(received iron tablets or syrup) (% of women with a birth): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Components
of antenatal care: Percentage of women with a live birth in the three years
preceding the survey who received iron tablets or syrup during pregnancy before
the most recent birth.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ANCP.Q3.ZS\",\"name\":\"Components
of antenatal care (received iron tablets or syrup) (% of women with a birth):
Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Components of antenatal
care: Percentage of women with a live birth in the three years preceding the
survey who received iron tablets or syrup during pregnancy before the most
recent birth.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANCP.Q4.ZS\",\"name\":\"Components of antenatal care
(received iron tablets or syrup) (% of women with a birth): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Components
of antenatal care: Percentage of women with a live birth in the three years
preceding the survey who received iron tablets or syrup during pregnancy before
the most recent birth.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ANCP.Q5.ZS\",\"name\":\"Components
of antenatal care (received iron tablets or syrup) (% of women with a birth):
Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Components of
antenatal care: Percentage of women with a live birth in the three years preceding
the survey who received iron tablets or syrup during pregnancy before the
most recent birth.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANV4.ZS\",\"name\":\"Pregnant women receiving prenatal
care of at least four visits (% of pregnant women)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"UNICEF, State of the
World's Children, Childinfo, and Demographic and Health Surveys.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[]},{\"id\":\"SH.STA.ANVC.Q1.ZS\",\"name\":\"Antenatal
care (any skilled personnel) (% of women with a birth): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVC.Q2.ZS\",\"name\":\"Antenatal care (any skilled
personnel) (% of women with a birth): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVC.Q3.ZS\",\"name\":\"Antenatal care (any skilled
personnel) (% of women with a birth): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVC.Q4.ZS\",\"name\":\"Antenatal care (any skilled
personnel) (% of women with a birth): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVC.Q5.ZS\",\"name\":\"Antenatal care (any skilled
personnel) (% of women with a birth): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVC.ZS\",\"name\":\"Pregnant women receiving prenatal
care (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Pregnant
women receiving prenatal care are the percentage of women attended at least
once during pregnancy by skilled health personnel for reasons related to pregnancy.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness
\"}]},{\"id\":\"SH.STA.ANVP.Q1.ZS\",\"name\":\"Antenatal care (doctor) (%
of women with a birth): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVP.Q2.ZS\",\"name\":\"Antenatal care (doctor) (%
of women with a birth): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVP.Q3.ZS\",\"name\":\"Antenatal care (doctor) (%
of women with a birth): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVP.Q4.ZS\",\"name\":\"Antenatal care (doctor) (%
of women with a birth): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ANVP.Q5.ZS\",\"name\":\"Antenatal care (doctor) (%
of women with a birth): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Antenatal
care: Percentage of women with one or more live births in the three (one,
two) years preceding the survey who have received at least one antenatal care
during pregnancy before the most recent birth from any skilled personnel and
from a doctor. If the respondent mentioned more than one provider, only the
most qualified provider is considered. The DHS surveys refer births in the
three years preceding the survey, the MICS2 surveys refer births in the one
year preceding the survey, and the MICS3 surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ARIC.Q1.ZS\",\"name\":\"Treatment of acute respiratory
infection (ARI) (% of children under 5 taken to a health provider): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of acute respiratory infection (ARI): Percentage of children under age five
years with acute respiratory infection (ARI) in the two weeks preceding the
survey who were taken to a health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIC.Q2.ZS\",\"name\":\"Treatment
of acute respiratory infection (ARI) (% of children under 5 taken to a health
provider): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment of
acute respiratory infection (ARI): Percentage of children under age five years
with acute respiratory infection (ARI) in the two weeks preceding the survey
who were taken to a health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIC.Q3.ZS\",\"name\":\"Treatment
of acute respiratory infection (ARI) (% of children under 5 taken to a health
provider): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment of
acute respiratory infection (ARI): Percentage of children under age five years
with acute respiratory infection (ARI) in the two weeks preceding the survey
who were taken to a health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIC.Q4.ZS\",\"name\":\"Treatment
of acute respiratory infection (ARI) (% of children under 5 taken to a health
provider): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and
Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment of
acute respiratory infection (ARI): Percentage of children under age five years
with acute respiratory infection (ARI) in the two weeks preceding the survey
who were taken to a health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIC.Q5.ZS\",\"name\":\"Treatment
of acute respiratory infection (ARI) (% of children under 5 taken to a health
provider): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of acute respiratory infection (ARI): Percentage of children under age five
years with acute respiratory infection (ARI) in the two weeks preceding the
survey who were taken to a health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIC.ZS\",\"name\":\"ARI
treatment (% of children under 5 taken to a health provider)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children with acute respiratory
infection (ARI) who are taken to a health provider refers to the percentage
of children under age five with ARI in the last two weeks who were taken to
an appropriate health provider, including hospital, health center, dispensary,
village health worker, clinic, and private physician.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ARIF.Q1.ZS\",\"name\":\"Prevalence of acute respiratory
infection (ARI) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of acute respiratory infection (ARI): Percentage of children under age five
years who were ill with a cough accompanied with rapid breathing in the two
weeks preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIF.Q2.ZS\",\"name\":\"Prevalence
of acute respiratory infection (ARI) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of acute respiratory infection (ARI): Percentage of children under age five
years who were ill with a cough accompanied with rapid breathing in the two
weeks preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIF.Q3.ZS\",\"name\":\"Prevalence
of acute respiratory infection (ARI) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of acute respiratory infection (ARI): Percentage of children under age five
years who were ill with a cough accompanied with rapid breathing in the two
weeks preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIF.Q4.ZS\",\"name\":\"Prevalence
of acute respiratory infection (ARI) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of acute respiratory infection (ARI): Percentage of children under age five
years who were ill with a cough accompanied with rapid breathing in the two
weeks preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ARIF.Q5.ZS\",\"name\":\"Prevalence
of acute respiratory infection (ARI) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of acute respiratory infection (ARI): Percentage of children under age five
years who were ill with a cough accompanied with rapid breathing in the two
weeks preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.Q1.ZS\",\"name\":\"Breastfeeding
(% of children under 6 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Breastfeeding:
The percentage of children under age 6 months who were breastfed six or more
times in the 24 hours preceding the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.Q2.ZS\",\"name\":\"Breastfeeding
(% of children under 6 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Breastfeeding:
The percentage of children under age 6 months who were breastfed six or more
times in the 24 hours preceding the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.Q3.ZS\",\"name\":\"Breastfeeding
(% of children under 6 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Breastfeeding:
The percentage of children under age 6 months who were breastfed six or more
times in the 24 hours preceding the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.Q4.ZS\",\"name\":\"Breastfeeding
(% of children under 6 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Breastfeeding:
The percentage of children under age 6 months who were breastfed six or more
times in the 24 hours preceding the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.Q5.ZS\",\"name\":\"Breastfeeding
(% of children under 6 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Breastfeeding:
The percentage of children under age 6 months who were breastfed six or more
times in the 24 hours preceding the interview.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BFED.ZS\",\"name\":\"Exclusive
breastfeeding (% of children under 6 months)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Exclusive breastfeeding refers
to the percentage of children less than six months old who are fed breast
milk alone (no other liquids) in the past 24 hours.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.BRTC.Q1.ZS\",\"name\":\"Assistance during delivery
(any skilled personnel) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTC.Q2.ZS\",\"name\":\"Assistance
during delivery (any skilled personnel) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTC.Q3.ZS\",\"name\":\"Assistance
during delivery (any skilled personnel) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTC.Q4.ZS\",\"name\":\"Assistance
during delivery (any skilled personnel) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTC.Q5.ZS\",\"name\":\"Assistance
during delivery (any skilled personnel) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTC.ZS\",\"name\":\"Births
attended by skilled health staff (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Births attended by skilled health
staff are the percentage of deliveries attended by personnel trained to give
the necessary supervision, care, and advice to women during pregnancy, labor,
and the postpartum period; to conduct deliveries on their own; and to care
for newborns.\",\"sourceOrganization\":\"UNICEF, State of the World's Children,
Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.BRTF.Q1.ZS\",\"name\":\"Place
of delivery (births at health facility) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Place
of delivery (Births at health facility): Percentage of live births in the
three years preceding the survey which took place at health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTF.Q2.ZS\",\"name\":\"Place
of delivery (births at health facility) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Place
of delivery (Births at health facility): Percentage of live births in the
three years preceding the survey which took place at health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTF.Q3.ZS\",\"name\":\"Place
of delivery (births at health facility) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Place
of delivery (Births at health facility): Percentage of live births in the
three years preceding the survey which took place at health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTF.Q4.ZS\",\"name\":\"Place
of delivery (births at health facility) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Place
of delivery (Births at health facility): Percentage of live births in the
three years preceding the survey which took place at health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTF.Q5.ZS\",\"name\":\"Place
of delivery (births at health facility) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Place
of delivery (Births at health facility): Percentage of live births in the
three years preceding the survey which took place at health facility.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTP.Q1.ZS\",\"name\":\"Assistance
during delivery (doctor) (% of births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTP.Q2.ZS\",\"name\":\"Assistance
during delivery (doctor) (% of births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTP.Q3.ZS\",\"name\":\"Assistance
during delivery (doctor) (% of births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTP.Q4.ZS\",\"name\":\"Assistance
during delivery (doctor) (% of births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTP.Q5.ZS\",\"name\":\"Assistance
during delivery (doctor) (% of births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Assistance
during delivery (Assisted births): Percentage of live births in the three
(one, two) years preceding the survey attended by any skilled personnel and
by a doctor. The DHS surveys refer births in the three years preceding the
survey, the MICS2 surveys refer births in the one year preceding the survey,
and the MICS3 surveys refer births in the two years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.BRTW.ZS\",\"name\":\"Low-birthweight
babies (% of births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Low-birthweight babies are newborns weighing
less than 2,500 grams, with the measurement taken within the first hours of
life, before significant postnatal weight loss has occurred.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.DIAB.ZS\",\"name\":\"Diabetes prevalence (% of population
ages 20 to 79)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Diabetes
prevalence refers to the percentage of people ages 20-79 who have type 1 or
type 2 diabetes.\",\"sourceOrganization\":\"International Diabetes Federation,
Diabetes Atlas.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.DIRH.Q1.ZS\",\"name\":\"Prevalence
of diarrhea (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of diarrhea: Percentage of children under age five years who had diarrhea
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.DIRH.Q2.ZS\",\"name\":\"Prevalence
of diarrhea (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of diarrhea: Percentage of children under age five years who had diarrhea
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.DIRH.Q3.ZS\",\"name\":\"Prevalence
of diarrhea (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of diarrhea: Percentage of children under age five years who had diarrhea
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.DIRH.Q4.ZS\",\"name\":\"Prevalence
of diarrhea (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of diarrhea: Percentage of children under age five years who had diarrhea
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.DIRH.Q5.ZS\",\"name\":\"Prevalence
of diarrhea (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of diarrhea: Percentage of children under age five years who had diarrhea
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FEVR.Q1.ZS\",\"name\":\"Prevalence
of children with fever (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of children with fever: Percentage of children under age five years with fever
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FEVR.Q2.ZS\",\"name\":\"Prevalence
of children with fever (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of children with fever: Percentage of children under age five years with fever
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FEVR.Q3.ZS\",\"name\":\"Prevalence
of children with fever (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of children with fever: Percentage of children under age five years with fever
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FEVR.Q4.ZS\",\"name\":\"Prevalence
of children with fever (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of children with fever: Percentage of children under age five years with fever
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FEVR.Q5.ZS\",\"name\":\"Prevalence
of children with fever (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Prevalence
of children with fever: Percentage of children under age five years with fever
in the two weeks preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.FGMS.Q1.ZS\",\"name\":\"Female
genital mutilation prevalence (%): Q1 (lowest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15\u201349 who have
gone through partial or total removal of the female external genitalia or
other injury to the female genital organs for cultural or other non-therapeutic
reasons. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys:
STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF
global databases (http:\\/\\/www.data.unicef.org\\/) as of February 2016,
and MICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SH.STA.FGMS.Q2.ZS\",\"name\":\"Female
genital mutilation prevalence (%): Q2\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15\u201349 who have
gone through partial or total removal of the female external genitalia or
other injury to the female genital organs for cultural or other non-therapeutic
reasons. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys:
STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF
global databases (http:\\/\\/www.data.unicef.org\\/) as of February 2016,
and MICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SH.STA.FGMS.Q3.ZS\",\"name\":\"Female
genital mutilation prevalence (%): Q3\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15\u201349 who have
gone through partial or total removal of the female external genitalia or
other injury to the female genital organs for cultural or other non-therapeutic
reasons. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys:
STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF
global databases (http:\\/\\/www.data.unicef.org\\/) as of February 2016,
and MICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SH.STA.FGMS.Q4.ZS\",\"name\":\"Female
genital mutilation prevalence (%): Q4\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15\u201349 who have
gone through partial or total removal of the female external genitalia or
other injury to the female genital organs for cultural or other non-therapeutic
reasons. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys:
STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF
global databases (http:\\/\\/www.data.unicef.org\\/) as of February 2016,
and MICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SH.STA.FGMS.Q5.ZS\",\"name\":\"Female
genital mutilation prevalence (%): Q5 (highest)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Percentage of women aged 15\u201349 who have
gone through partial or total removal of the female external genitalia or
other injury to the female genital organs for cultural or other non-therapeutic
reasons. Each wealth quintile represents one fifth of households with quintile
1 being the poorest 20 percent of households and quintile 5 being the richest
20 percent of households.\",\"sourceOrganization\":\"Demographic and Health
Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys:
STATcompiler (http:\\/\\/www.statcompiler.com\\/) as of June 9, 2016, UNICEF
global databases (http:\\/\\/www.data.unicef.org\\/) as of February 2016,
and MICS Compiler (http:\\/\\/www.micscompiler.org\\/) as of June 12, 2016.\",\"topics\":[]},{\"id\":\"SH.STA.FGMS.ZS\",\"name\":\"Female
genital mutilation prevalence (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of women aged 15\u201349
who have gone through partial or total removal of the female external genitalia
or other injury to the female genital organs for cultural or other non-therapeutic
reasons.\",\"sourceOrganization\":\"UNICEF Childinfo (childinfo.org).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.IYCF.ZS\",\"name\":\"Infant and young child feeding
practices, all 3 IYCF (% children ages 6-23 months)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Percentage of children
age 6-23 months fed in accordance with all three infant and young child feeding
(IYCF) practices (food diversity, feeding frequency, and consumption of breast
milk or milk)\",\"sourceOrganization\":\"Demographic and Health Surveys.\",\"topics\":[]},{\"id\":\"SH.STA.LBMI.Q1.ZS\",\"name\":\"Malnourished
women (BMI is less than 18.5) (% of women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
women (BMI is less than 18.5): Percentage of women whose body mass index (BMI)
is less than 18.5 for women with births in the three years preceding the survey.
The BMI is the ratio of the weight in kilograms to the square of the height
in meters (kg\\/m2). The BMI excludes pregnant women and those who are less
than three months postpartum.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.LBMI.Q2.ZS\",\"name\":\"Malnourished
women (BMI is less than 18.5) (% of women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
women (BMI is less than 18.5): Percentage of women whose body mass index (BMI)
is less than 18.5 for women with births in the three years preceding the survey.
The BMI is the ratio of the weight in kilograms to the square of the height
in meters (kg\\/m2). The BMI excludes pregnant women and those who are less
than three months postpartum.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.LBMI.Q3.ZS\",\"name\":\"Malnourished
women (BMI is less than 18.5) (% of women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
women (BMI is less than 18.5): Percentage of women whose body mass index (BMI)
is less than 18.5 for women with births in the three years preceding the survey.
The BMI is the ratio of the weight in kilograms to the square of the height
in meters (kg\\/m2). The BMI excludes pregnant women and those who are less
than three months postpartum.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.LBMI.Q4.ZS\",\"name\":\"Malnourished
women (BMI is less than 18.5) (% of women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
women (BMI is less than 18.5): Percentage of women whose body mass index (BMI)
is less than 18.5 for women with births in the three years preceding the survey.
The BMI is the ratio of the weight in kilograms to the square of the height
in meters (kg\\/m2). The BMI excludes pregnant women and those who are less
than three months postpartum.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.LBMI.Q5.ZS\",\"name\":\"Malnourished
women (BMI is less than 18.5) (% of women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
women (BMI is less than 18.5): Percentage of women whose body mass index (BMI)
is less than 18.5 for women with births in the three years preceding the survey.
The BMI is the ratio of the weight in kilograms to the square of the height
in meters (kg\\/m2). The BMI excludes pregnant women and those who are less
than three months postpartum.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.MALN.FE.ZS\",\"name\":\"Prevalence
of underweight, weight for age, female (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of underweight children
is the percentage of children under age 5 whose weight for age is more than
two standard deviations below the median for the international reference population
ages 0-59 months. The data are based on the WHO's new child growth standards
released in 2006.\",\"sourceOrganization\":\"World Health Organization, Global
Database on Child Growth and Malnutrition. Country-level data are unadjusted
data from national surveys, and thus may not be comparable across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.MALN.MA.ZS\",\"name\":\"Prevalence
of underweight, weight for age, male (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of underweight children
is the percentage of children under age 5 whose weight for age is more than
two standard deviations below the median for the international reference population
ages 0-59 months. The data are based on the WHO's new child growth standards
released in 2006.\",\"sourceOrganization\":\"World Health Organization, Global
Database on Child Growth and Malnutrition. Country-level data are unadjusted
data from national surveys, and thus may not be comparable across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.MALN.Q1.ZS\",\"name\":\"Malnourished
children (underweight, -2SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MALN.Q2.ZS\",\"name\":\"Malnourished children (underweight,
-2SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MALN.Q3.ZS\",\"name\":\"Malnourished children (underweight,
-2SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MALN.Q4.ZS\",\"name\":\"Malnourished children (underweight,
-2SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MALN.Q5.ZS\",\"name\":\"Malnourished children (underweight,
-2SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MALN.ZS\",\"name\":\"Prevalence of underweight, weight
for age (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of underweight children
is the percentage of children under age 5 whose weight for age is more than
two standard deviations below the median for the international reference population
ages 0-59 months. The data are based on the WHO's new child growth standards
released in 2006.\",\"sourceOrganization\":\"World Health Organization, Global
Database on Child Growth and Malnutrition. Country-level data are unadjusted
data from national surveys, and thus may not be comparable across countries.
Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"19\",\"value\":\"Climate Change\"}]},{\"id\":\"SH.STA.MALR\",\"name\":\"Malaria
cases reported\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Reported cases of malaria are the
sum of confirmed cases of malaria (confirmed by slide examination or RDT)
and probable (unconfirmed) cases of malaria (cases that were not tested but
treated as malaria). Predominant type of statistics: unadjusted.\\u000a\\u000a\",\"sourceOrganization\":\"\",\"topics\":[]},{\"id\":\"SH.STA.MLN3.Q1.ZS\",\"name\":\"Malnourished
children (underweight, -3SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MLN3.Q2.ZS\",\"name\":\"Malnourished children (underweight,
-3SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MLN3.Q3.ZS\",\"name\":\"Malnourished children (underweight,
-3SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MLN3.Q4.ZS\",\"name\":\"Malnourished children (underweight,
-3SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MLN3.Q5.ZS\",\"name\":\"Malnourished children (underweight,
-3SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.MMRT\",\"name\":\"Maternal mortality ratio (modeled
estimate, per 100,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Maternal mortality ratio is the
number of women who die from pregnancy-related causes while pregnant or within
42 days of pregnancy termination per 100,000 live births. The data are estimated
with a regression model using information on the proportion of maternal deaths
among non-AIDS deaths in women ages 15-49, fertility, birth attendants, and
GDP.\",\"sourceOrganization\":\"WHO, UNICEF, UNFPA, World Bank Group, and
the United Nations Population Division. Trends in Maternal Mortality: 1990
to 2015. Geneva, World Health Organization, 2015\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness
\"}]},{\"id\":\"SH.STA.MMRT.NE\",\"name\":\"Maternal mortality ratio (national
estimate, per 100,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Maternal mortality ratio is the
number of women who die from pregnancy-related causes while pregnant or within
42 days of pregnancy termination per 100,000 live births.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.OB18.FE.ZS\",\"name\":\"Prevalence
of obesity, female (% of female population ages 18+)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Prevalence of obesity adult is the percentage
of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg\\/m\xB2 or
higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the
weight in kilograms divided by the square of the height in meters.\",\"sourceOrganization\":\"World
Health Organization (WHO):Global Health Observatory Data Repository\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.OB18.MA.ZS\",\"name\":\"Prevalence
of obesity, male (% of male population ages 18+)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Prevalence of obesity adult is the percentage
of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg\\/m\xB2 or
higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the
weight in kilograms divided by the square of the height in meters.\",\"sourceOrganization\":\"World
Health Organization (WHO): Global Health Observatory Data Repository\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.ODFC.RU.ZS\",\"name\":\"People
practicing open defecation, rural (% of rural population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"People practicing open defecation
refers to the percentage of the population defecating in the open, such as
in fields, forest, bushes, open bodies of water, on beaches, in other open
spaces or disposed of with solid waste.\",\"sourceOrganization\":\"WHO\\/UNICEF
Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ODFC.UR.ZS\",\"name\":\"People practicing open defecation,
urban (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"People practicing open defecation
refers to the percentage of the population defecating in the open, such as
in fields, forest, bushes, open bodies of water, on beaches, in other open
spaces or disposed of with solid waste.\",\"sourceOrganization\":\"WHO\\/UNICEF
Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ODFC.ZS\",\"name\":\"People practicing open defecation
(% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"People practicing open defecation refers to
the percentage of the population defecating in the open, such as in fields,
forest, bushes, open bodies of water, on beaches, in other open spaces or
disposed of with solid waste.\",\"sourceOrganization\":\"WHO\\/UNICEF Joint
Monitoring Programme (JMP) for Water Supply and Sanitation (http:\\/\\/www.wssinfo.org\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORCF.ZS\",\"name\":\"Diarrhea treatment (% of children
under 5 receiving oral rehydration and continued feeding)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children with diarrhea who received
oral rehydration and continued feeding refer to the percentage of children
under age five with diarrhea in the two weeks prior to the survey who received
either oral rehydration therapy or increased fluids, with continued feeding.\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHF.Q1.ZS\",\"name\":\"Treatment of diarrhea (ORS,
RHS or increased fluids) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (ORS, RHS or increased fluids): Percentage of children under age
five years with diarrhea in the two weeks preceding the survey who received
oral rehydration solution (ORS), recommended home solution (RHS) or increased
fluids.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHF.Q2.ZS\",\"name\":\"Treatment of diarrhea (ORS,
RHS or increased fluids) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (ORS, RHS or increased fluids): Percentage of children under age
five years with diarrhea in the two weeks preceding the survey who received
oral rehydration solution (ORS), recommended home solution (RHS) or increased
fluids.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHF.Q3.ZS\",\"name\":\"Treatment of diarrhea (ORS,
RHS or increased fluids) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (ORS, RHS or increased fluids): Percentage of children under age
five years with diarrhea in the two weeks preceding the survey who received
oral rehydration solution (ORS), recommended home solution (RHS) or increased
fluids.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHF.Q4.ZS\",\"name\":\"Treatment of diarrhea (ORS,
RHS or increased fluids) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (ORS, RHS or increased fluids): Percentage of children under age
five years with diarrhea in the two weeks preceding the survey who received
oral rehydration solution (ORS), recommended home solution (RHS) or increased
fluids.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHF.Q5.ZS\",\"name\":\"Treatment of diarrhea (ORS,
RHS or increased fluids) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (ORS, RHS or increased fluids): Percentage of children under age
five years with diarrhea in the two weeks preceding the survey who received
oral rehydration solution (ORS), recommended home solution (RHS) or increased
fluids.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.ORHK.Q1.ZS\",\"name\":\"Knowledge of diarrhea care
(% of mothers): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of diarrhea care: Percentage of mothers with births in the three years preceding
the survey who know about oral rehydration salts (ORS) packets.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHK.Q2.ZS\",\"name\":\"Knowledge
of diarrhea care (% of mothers): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of diarrhea care: Percentage of mothers with births in the three years preceding
the survey who know about oral rehydration salts (ORS) packets.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHK.Q3.ZS\",\"name\":\"Knowledge
of diarrhea care (% of mothers): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of diarrhea care: Percentage of mothers with births in the three years preceding
the survey who know about oral rehydration salts (ORS) packets.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHK.Q4.ZS\",\"name\":\"Knowledge
of diarrhea care (% of mothers): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of diarrhea care: Percentage of mothers with births in the three years preceding
the survey who know about oral rehydration salts (ORS) packets.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHK.Q5.ZS\",\"name\":\"Knowledge
of diarrhea care (% of mothers): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Knowledge
of diarrhea care: Percentage of mothers with births in the three years preceding
the survey who know about oral rehydration salts (ORS) packets.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHS.Q1ZS\",\"name\":\"Treatment
of diarrhea (either ORS or RHS) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (either ORS or RHS): Percentage of children under age five years
with diarrhea in the two weeks preceding the survey who received either oral
rehydration solution (ORS) or recommended home solution (RHS).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHS.Q2ZS\",\"name\":\"Treatment
of diarrhea (either ORS or RHS) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (either ORS or RHS): Percentage of children under age five years
with diarrhea in the two weeks preceding the survey who received either oral
rehydration solution (ORS) or recommended home solution (RHS).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHS.Q3ZS\",\"name\":\"Treatment
of diarrhea (either ORS or RHS) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (either ORS or RHS): Percentage of children under age five years
with diarrhea in the two weeks preceding the survey who received either oral
rehydration solution (ORS) or recommended home solution (RHS).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHS.Q4ZS\",\"name\":\"Treatment
of diarrhea (either ORS or RHS) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (either ORS or RHS): Percentage of children under age five years
with diarrhea in the two weeks preceding the survey who received either oral
rehydration solution (ORS) or recommended home solution (RHS).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORHS.Q5ZS\",\"name\":\"Treatment
of diarrhea (either ORS or RHS) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Treatment
of diarrhea (either ORS or RHS): Percentage of children under age five years
with diarrhea in the two weeks preceding the survey who received either oral
rehydration solution (ORS) or recommended home solution (RHS).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.ORTH\",\"name\":\"Diarrhea
treatment (% of children under 5 who received ORS packet)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage of children under age
5 with diarrhea in the two weeks preceding the survey who received oral rehydration
salts (ORS packets or pre-packaged ORS fluids).\",\"sourceOrganization\":\"UNICEF,
State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.OW15.FE.ZS\",\"name\":\"Prevalence of overweight, female
(% of female adults)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Prevalence of overweight adult
is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is
more than 25 kg\\/m2. Body Mass Index (BMI) is a simple index of weight-for-height,
or the weight in kilograms divided by the square of the height in meters.\",\"sourceOrganization\":\"World
Health Organization, Global Health Observatory Data Repository (http:\\/\\/apps.who.int\\/ghodata\\/).\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.OW15.MA.ZS\",\"name\":\"Prevalence
of overweight, male (% of male adults)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Prevalence of overweight
adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI)
is more than 25 kg\\/m2. Body Mass Index (BMI) is a simple index of weight-for-height,
or the weight in kilograms divided by the square of the height in meters.\",\"sourceOrganization\":\"World
Health Organization, Global Health Observatory Data Repository (http:\\/\\/apps.who.int\\/ghodata\\/).\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SH.STA.OW15.ZS\",\"name\":\"Prevalence
of overweight (% of adults)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Prevalence of overweight
adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI)
is more than 25 kg\\/m\xB2. Body Mass Index (BMI) is a simple index of weight-for-height,
or the weight in kilograms divided by the square of the height in meters.\",\"sourceOrganization\":\"World
Health Organization\",\"topics\":[]},{\"id\":\"SH.STA.OWGH.FE.ZS\",\"name\":\"Prevalence
of overweight, weight for height, female (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of overweight children
is the percentage of children under age 5 whose weight for height is more
than two standard deviations above the median for the international reference
population of the corresponding age as established by the WHO's new child
growth standards released in 2006.\",\"sourceOrganization\":\"World Health
Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.OWGH.MA.ZS\",\"name\":\"Prevalence
of overweight, weight for height, male (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of overweight children
is the percentage of children under age 5 whose weight for height is more
than two standard deviations above the median for the international reference
population of the corresponding age as established by the WHO's new child
growth standards released in 2006.\",\"sourceOrganization\":\"World Health
Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.OWGH.ZS\",\"name\":\"Prevalence
of overweight, weight for height (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of overweight children
is the percentage of children under age 5 whose weight for height is more
than two standard deviations above the median for the international reference
population of the corresponding age as established by the WHO's new child
growth standards released in 2006.\",\"sourceOrganization\":\"World Health
Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries. Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.PNVC.ZS\",\"name\":\"Postnatal care coverage (% mothers)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Percentage of women
with a postnatal checkup in the first two days after birth\",\"sourceOrganization\":\"Demographic
and Health Surveys.\",\"topics\":[]},{\"id\":\"SH.STA.STN3.Q1.ZS\",\"name\":\"Malnourished
children (stunting, -3SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STN3.Q2.ZS\",\"name\":\"Malnourished children (stunting,
-3SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STN3.Q3.ZS\",\"name\":\"Malnourished children (stunting,
-3SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STN3.Q4.ZS\",\"name\":\"Malnourished children (stunting,
-3SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STN3.Q5.ZS\",\"name\":\"Malnourished children (stunting,
-3SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.FE.ZS\",\"name\":\"Prevalence of stunting, height
for age, female (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of stunting is the percentage
of children under age 5 whose height for age is more than two standard deviations
below the median for the international reference population ages 0-59 months.
For children up to two years old height is measured by recumbent length. For
older children height is measured by stature while standing. The data are
based on the WHO's new child growth standards released in 2006.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.STNT.MA.ZS\",\"name\":\"Prevalence
of stunting, height for age, male (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of stunting is the percentage
of children under age 5 whose height for age is more than two standard deviations
below the median for the international reference population ages 0-59 months.
For children up to two years old height is measured by recumbent length. For
older children height is measured by stature while standing. The data are
based on the WHO's new child growth standards released in 2006.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.STNT.Q1.ZS\",\"name\":\"Malnourished
children (stunting, -2SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.Q2.ZS\",\"name\":\"Malnourished children (stunting,
-2SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.Q3.ZS\",\"name\":\"Malnourished children (stunting,
-2SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.Q4.ZS\",\"name\":\"Malnourished children (stunting,
-2SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.Q5.ZS\",\"name\":\"Malnourished children (stunting,
-2SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.STNT.ZS\",\"name\":\"Prevalence of stunting, height
for age (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Prevalence of stunting is the percentage
of children under age 5 whose height for age is more than two standard deviations
below the median for the international reference population ages 0-59 months.
For children up to two years old height is measured by recumbent length. For
older children height is measured by stature while standing. The data are
based on the WHO's new child growth standards released in 2006.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries. Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"}]},{\"id\":\"SH.STA.TRAF.P5\",\"name\":\"Mortality
caused by road traffic injury (per 100,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mortality caused by road traffic
injury is estimated road traffic fatal injury deaths per 100,000 population.\",\"sourceOrganization\":\"World
Health Organization, Global Status Report on Road Safety.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SH.STA.WAST.FE.ZS\",\"name\":\"Prevalence
of wasting, weight for height, female (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wasting prevalence is the proportion
of children under five whose weight for height is more than two standard deviations
below the median for the international reference population ages 0-59.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.WAST.MA.ZS\",\"name\":\"Prevalence
of wasting, weight for height, male (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wasting prevalence is the proportion
of children under five whose weight for height is more than two standard deviations
below the median for the international reference population ages 0-59.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.STA.WAST.Q1.ZS\",\"name\":\"Malnourished
children (wasting, -2SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WAST.Q2.ZS\",\"name\":\"Malnourished children (wasting,
-2SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WAST.Q3.ZS\",\"name\":\"Malnourished children (wasting,
-2SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WAST.Q4.ZS\",\"name\":\"Malnourished children (wasting,
-2SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WAST.Q5.ZS\",\"name\":\"Malnourished children (wasting,
-2SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WAST.ZS\",\"name\":\"Prevalence of wasting, weight
for height (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wasting prevalence is the proportion
of children under five whose weight for height is more than two standard deviations
below the median for the international reference population ages 0-59.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries. Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WST3.Q1.ZS\",\"name\":\"Malnourished children (wasting,
-3SD) (% of children under 5): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WST3.Q2.ZS\",\"name\":\"Malnourished children (wasting,
-3SD) (% of children under 5): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WST3.Q3.ZS\",\"name\":\"Malnourished children (wasting,
-3SD) (% of children under 5): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WST3.Q4.ZS\",\"name\":\"Malnourished children (wasting,
-3SD) (% of children under 5): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.STA.WST3.Q5.ZS\",\"name\":\"Malnourished children (wasting,
-3SD) (% of children under 5): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Malnourished
children: Percentage of children under age five years who are classified as
undernourished according to three anthropometric indices of nutritional status:
height-for-age (stunting), weight-for-age (underweight) and weight-for-height
(wasting). Each index is expressed in terms of the number of standard deviation
(SD) units from the median of the WHO Child Growth Standards. Children are
classified as malnourished if their z-scores are below minus two or minus
three standard deviations (-2 SD or -3 SD) from the median of the WHO Child
Growth Standards. The percentage below -2 SD includes children who are below
-3 SD.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.SVR.WAST.FE.ZS\",\"name\":\"Prevalence of severe wasting,
weight for height, female (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Severe wasting prevalence is the
proportion of children under five whose weight for height is more than three
standard deviations below the median for the international reference population
ages 0-59.\",\"sourceOrganization\":\"World Health Organization, Global Database
on Child Growth and Malnutrition. Country-level data are unadjusted data from
national surveys, and thus may not be comparable across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.SVR.WAST.MA.ZS\",\"name\":\"Prevalence of severe wasting,
weight for height, male (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Severe wasting prevalence is the
proportion of children under five whose weight for height is more than three
standard deviations below the median for the international reference population
ages 0-59.\",\"sourceOrganization\":\"World Health Organization, Global Database
on Child Growth and Malnutrition. Country-level data are unadjusted data from
national surveys, and thus may not be comparable across countries.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.SVR.WAST.ZS\",\"name\":\"Prevalence of severe wasting,
weight for height (% of children under 5)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Severe wasting prevalence is the
proportion of children under five whose weight for height is more than three
standard deviations below the median for the international reference population
ages 0-59.\",\"sourceOrganization\":\"World Health Organization, Global Database
on Child Growth and Malnutrition. Country-level data are unadjusted data from
national surveys, and thus may not be comparable across countries. Adjusted,
comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.TBS.CURE.ZS\",\"name\":\"Tuberculosis treatment success
rate (% of new cases)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Tuberculosis treatment success rate is the
percentage of all new tuberculosis cases (or new and relapse cases for some
countries) registered under a national tuberculosis control programme in a
given year that successfully completed treatment, with or without bacteriological
evidence of success (\\\"cured\\\" and \\\"treatment completed\\\" respectively).\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Control Report.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.TBS.DTEC.ZS\",\"name\":\"Tuberculosis case detection rate
(%, all forms)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Tuberculosis
case detection rate (all forms) is the number of new and relapse tuberculosis
cases notified to WHO in a given year, divided by WHO's estimate of the number
of incident tuberculosis cases for the same year, expressed as a percentage.
Estimates for all years are recalculated as new information becomes available
and techniques are refined, so they may differ from those published previously.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Report.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.TBS.INCD\",\"name\":\"Incidence of tuberculosis (per 100,000
people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Incidence
of tuberculosis is the estimated number of new and relapse tuberculosis cases
arising in a given year, expressed as the rate per 100,000 population. All
forms of TB are included, including cases in people living with HIV. Estimates
for all years are recalculated as new information becomes available and techniques
are refined, so they may differ from those published previously.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Report.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"}]},{\"id\":\"SH.TBS.INCD.HG\",\"name\":\"Incidence
of tuberculosis, high uncertainty bound (per 100,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Incidence of tuberculosis is the
estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis
cases.\",\"sourceOrganization\":\"World Health Organization, Global Tuberculosis
Control Report.\",\"topics\":[]},{\"id\":\"SH.TBS.INCD.LW\",\"name\":\"Incidence
of tuberculosis, low uncertainty bound (per 100,000 people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Incidence of tuberculosis is the
estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis
cases.\",\"sourceOrganization\":\"World Health Organization, Global Tuberculosis
Control Report.\",\"topics\":[]},{\"id\":\"SH.TBS.MORT\",\"name\":\"Tuberculosis
death rate (per 100,000 people)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Tuberculosis death
rate is the estimated number of deaths from tuberculosis among HIV-negative
people, expressed as the rate per 100,000 population. Estimates for all years
are recalculated as new information becomes available and techniques are refined,
so they may differ from those published previously.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Report.\",\"topics\":[]},{\"id\":\"SH.TBS.MORT.HG\",\"name\":\"Deaths
due to tuberculosis among HIV-negative people, high uncertainty bound (per
100,000 population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The estimated number of deaths attributable
to tuberculosis (TB) in a given time period.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Control Report.\",\"topics\":[]},{\"id\":\"SH.TBS.MORT.LW\",\"name\":\"Deaths
due to tuberculosis among HIV-negative people, low uncertainty bound (per
100,000 population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"The estimated number of deaths attributable
to tuberculosis (TB) in a given time period.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Control Report.\",\"topics\":[]},{\"id\":\"SH.TBS.PREV\",\"name\":\"Prevalence
of tuberculosis (per 100,000 population)\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Prevalence of tuberculosis
is the estimated number of TB cases (all forms) at a given point in time,
expressed as the rate per 100,000 population. Estimates for all years are
recalculated as new information becomes available and techniques are refined,
so they may differ from those published previously.\",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Report.\",\"topics\":[]},{\"id\":\"SH.TBS.PREV.HG\",\"name\":\"Tuberculosis
prevalence rate, high uncertainty bound (per 1000,000 population, WHO)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The number of cases of tuberculosis
(all forms) in a population at a given point in time (the middle of the calendar
year), expressed as the rate per 100 000 population. It is sometimes referred
to as \\\"point prevalence\\\" high uncertainty bound. Estimates include cases
of TB in people with HIV. Published values are rounded to three significant
figures. Uncertainty bounds are provided in addition to best estimates. \",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Control Report.\",\"topics\":[]},{\"id\":\"SH.TBS.PREV.LW\",\"name\":\"Tuberculosis
prevalence rate, low uncertainty bound (per 1000,000 population, WHO)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The number of cases of tuberculosis
(all forms) in a population at a given point in time (the middle of the calendar
year), expressed as the rate per 100 000 population. It is sometimes referred
to as \\\"point prevalence\\\" low uncertainty bound. Estimates include cases
of TB in people with HIV. Published values are rounded to three significant
figures. Uncertainty bounds are provided in addition to best estimates. \",\"sourceOrganization\":\"World
Health Organization, Global Tuberculosis Control Report.\",\"topics\":[]},{\"id\":\"SH.VAC.TTNS.Q1.ZS\",\"name\":\"Tetanus
toxoid vaccination (% of live births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Percent
distribution of last live births in the last three years preceding the survey
for tetanus toxoid injections (two doses or more) given to the mother during
pregnancy.\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.VAC.TTNS.Q2.ZS\",\"name\":\"Tetanus toxoid vaccination
(% of live births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Percent distribution
of last live births in the last three years preceding the survey for tetanus
toxoid injections (two doses or more) given to the mother during pregnancy.\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.VAC.TTNS.Q3.ZS\",\"name\":\"Tetanus toxoid vaccination
(% of live births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Percent distribution
of last live births in the last three years preceding the survey for tetanus
toxoid injections (two doses or more) given to the mother during pregnancy.\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.VAC.TTNS.Q4.ZS\",\"name\":\"Tetanus toxoid vaccination
(% of live births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Percent distribution
of last live births in the last three years preceding the survey for tetanus
toxoid injections (two doses or more) given to the mother during pregnancy.\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.VAC.TTNS.Q5.ZS\",\"name\":\"Tetanus toxoid vaccination
(% of live births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Percent
distribution of last live births in the last three years preceding the survey
for tetanus toxoid injections (two doses or more) given to the mother during
pregnancy.\",\"sourceOrganization\":\"\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.VAC.TTNS.ZS\",\"name\":\"Newborns protected against tetanus
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Newborns
protected against tetanus are the percentage of births by women of child-bearing
age who are immunized against tetanus.\",\"sourceOrganization\":\"WHO and
UNICEF (http:\\/\\/www.who.int\\/immunization\\/monitoring_surveillance\\/en\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.EXTR.ZS\",\"name\":\"External resources for health
(% of total expenditure on health)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"External resources for health are
funds or services in kind that are provided by entities not part of the country
in question. The resources may come from international organizations, other
countries through bilateral arrangements, or foreign nongovernmental organizations.
These resources are part of total health expenditure.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.OOPC.TO.ZS\",\"name\":\"Out-of-pocket health expenditure
(% of total expenditure on health)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Out of pocket expenditure is any
direct outlay by households, including gratuities and in-kind payments, to
health practitioners and suppliers of pharmaceuticals, therapeutic appliances,
and other goods and services whose primary intent is to contribute to the
restoration or enhancement of the health status of individuals or population
groups. It is a part of private health expenditure.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.OOPC.ZS\",\"name\":\"Out-of-pocket health expenditure
(% of private expenditure on health)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Out of pocket expenditure is any
direct outlay by households, including gratuities and in-kind payments, to
health practitioners and suppliers of pharmaceuticals, therapeutic appliances,
and other goods and services whose primary intent is to contribute to the
restoration or enhancement of the health status of individuals or population
groups. It is a part of private health expenditure.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.PCAP\",\"name\":\"Health expenditure per capita (current
US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
health expenditure is the sum of public and private health expenditures as
a ratio of total population. It covers the provision of health services (preventive
and curative), family planning activities, nutrition activities, and emergency
aid designated for health but does not include provision of water and sanitation.
Data are in current U.S. dollars.\",\"sourceOrganization\":\"World Health
Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.PCAP.GX\",\"name\":\"Government health expenditure
per capita (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"General government expenditure corresponds
to the consolidated outlays of all levels of government: territorial authorities
(Central\\/Federal Government, Provincial\\/Regional\\/State\\/District authorities,
Municipal\\/ Local governments), social security institutions and extra budgetary
funds, including capital outlays. It is provided by the Central Bank\\/Ministry
of Finance to the International Monetary Fund or by the United Nations Statistics
Department. \",\"sourceOrganization\":\"World Health Organization (http:\\/\\/www.who.int\\/nha\\/country\\/en\\/)\",\"topics\":[]},{\"id\":\"SH.XPD.PCAP.PP.KD\",\"name\":\"Health
expenditure per capita, PPP (constant 2011 international $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total health expenditure is the
sum of public and private health expenditures as a ratio of total population.
It covers the provision of health services (preventive and curative), family
planning activities, nutrition activities, and emergency aid designated for
health but does not include provision of water and sanitation. Data are in
international dollars converted using 2011 purchasing power parity (PPP) rates.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.PRIV.PRPP.ZS\",\"name\":\"Private prepaid plans (%
of private expenditure on health)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Prepaid and risk-pooling plans
are the expenditure on health by private insurance institutions. Private
insurance enrolment may be contractual or voluntary, and conditions and benefits
or basket of benefits are agreed on a voluntary basis between the insurance
agent and the beneficiaries. They are thus not controlled by government units
for the purpose of providing social benefits to members. \",\"sourceOrganization\":\"World
Health Organization (http:\\/\\/www.who.int\\/nha\\/country\\/en\\/)\",\"topics\":[]},{\"id\":\"SH.XPD.PRIV.ZS\",\"name\":\"Health
expenditure, private (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Private health expenditure includes
direct household (out-of-pocket) spending, private insurance, charitable donations,
and direct service payments by private corporations.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.PUBL\",\"name\":\"Health expenditure, public (% of
total health expenditure)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Public health expenditure consists of recurrent
and capital spending from government (central and local) budgets, external
borrowings and grants (including donations from international agencies and
nongovernmental organizations), and social (or compulsory) health insurance
funds. Total health expenditure is the sum of public and private health expenditure.
It covers the provision of health services (preventive and curative), family
planning activities, nutrition activities, and emergency aid designated for
health but does not include provision of water and sanitation.\",\"sourceOrganization\":\"World
Health Organization Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SH.XPD.PUBL.GX.ZS\",\"name\":\"Health expenditure, public
(% of government expenditure)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public health expenditure consists
of recurrent and capital spending from government (central and local) budgets,
external borrowings and grants (including donations from international agencies
and nongovernmental organizations), and social (or compulsory) health insurance
funds.\",\"sourceOrganization\":\"World Health Organization Global Health
Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database for the
most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.XPD.PUBL.ZS\",\"name\":\"Health
expenditure, public (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Public health expenditure consists
of recurrent and capital spending from government (central and local) budgets,
external borrowings and grants (including donations from international agencies
and nongovernmental organizations), and social (or compulsory) health insurance
funds.\",\"sourceOrganization\":\"World Health Organization Global Health
Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database for the
most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SH.XPD.SOSE.GX.ZS\",\"name\":\"Social
Security expenditure on health (% government expenditure on health)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Social security funds comprise
the expenditure on health by social security institutions. Social security
or national health insurance schemes are imposed and controlled by government
units for the purpose of providing social benefits to members of the community
as a whole or to particular segments of the community. They include direct
outlays to medical care providers and to suppliers of medical goods as well
as reimbursements to households and the supply of services in kind to the
enrollees. \",\"sourceOrganization\":\"World Health Organization (http:\\/\\/www.who.int\\/nha\\/country\\/en\\/)\",\"topics\":[]},{\"id\":\"SH.XPD.TOTL.CD\",\"name\":\"Health
expenditure (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"World Health Organization Global Health Expenditure
database (see http:\\/\\/apps.who.int\\/nha\\/database for the most recent
updates).\",\"sourceOrganization\":\"World Health Organization Global Health
Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database for the
most recent updates).\",\"topics\":[]},{\"id\":\"SH.XPD.TOTL.ZS\",\"name\":\"Health
expenditure, total (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total health expenditure is the
sum of public and private health expenditure. It covers the provision of health
services (preventive and curative), family planning activities, nutrition
activities, and emergency aid designated for health but does not include provision
of water and sanitation.\",\"sourceOrganization\":\"World Health Organization
Global Health Expenditure database (see http:\\/\\/apps.who.int\\/nha\\/database
for the most recent updates).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SHRIMP_MEX\",\"name\":\"Shrimp, Mexico, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Shrimp , (Mexico),
west coast, frozen, white, No. 1, shell-on, headless, 26 to 30 count per
pound, wholesale price at New York\",\"sourceOrganization\":\"US Department
of Commerce, NOAA, Fishery Market News; World Bank.\",\"topics\":[]},{\"id\":\"SI.DST.02ND.20\",\"name\":\"Income
share held by second 20%\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Percentage share of income or consumption is
the share that accrues to subgroups of population indicated by deciles or
quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. Data for high-income economies are from the Luxembourg Income
Study database. For more information and methodology, please see PovcalNet
(http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.03RD.20\",\"name\":\"Income share held by third 20%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles. Percentage shares by quintile may not sum to 100 because of
rounding.\",\"sourceOrganization\":\"World Bank, Development Research Group.
Data are based on primary household survey data obtained from government statistical
agencies and World Bank country departments. Data for high-income economies
are from the Luxembourg Income Study database. For more information and methodology,
please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.04TH.20\",\"name\":\"Income share held by fourth 20%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles. Percentage shares by quintile may not sum to 100 because of
rounding.\",\"sourceOrganization\":\"World Bank, Development Research Group.
Data are based on primary household survey data obtained from government statistical
agencies and World Bank country departments. Data for high-income economies
are from the Luxembourg Income Study database. For more information and methodology,
please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.05TH.20\",\"name\":\"Income share held by highest 20%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles. Percentage shares by quintile may not sum to 100 because of
rounding.\",\"sourceOrganization\":\"World Bank, Development Research Group.
Data are based on primary household survey data obtained from government statistical
agencies and World Bank country departments. Data for high-income economies
are from the Luxembourg Income Study database. For more information and methodology,
please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.10TH.10\",\"name\":\"Income share held by highest 10%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles.\",\"sourceOrganization\":\"World Bank, Development Research
Group. Data are based on primary household survey data obtained from government
statistical agencies and World Bank country departments. Data for high-income
economies are from the Luxembourg Income Study database. For more information
and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.FRST.10\",\"name\":\"Income share held by lowest 10%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles.\",\"sourceOrganization\":\"World Bank, Development Research
Group. Data are based on primary household survey data obtained from government
statistical agencies and World Bank country departments. Data for high-income
economies are from the Luxembourg Income Study database. For more information
and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.DST.FRST.20\",\"name\":\"Income share held by lowest 20%\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Percentage share of income or consumption
is the share that accrues to subgroups of population indicated by deciles
or quintiles. Percentage shares by quintile may not sum to 100 because of
rounding.\",\"sourceOrganization\":\"World Bank, Development Research Group.
Data are based on primary household survey data obtained from government statistical
agencies and World Bank country departments. Data for high-income economies
are from the Luxembourg Income Study database. For more information and methodology,
please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"}]},{\"id\":\"SI.POV.25DAY\",\"name\":\"Poverty
headcount ratio at $2.5 a day (PPP) (% of population)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"Population
below $2.5 a day is the percentage of the population living on less than $2.5
a day at 2005 international prices. \",\"sourceOrganization\":\"World Bank,
Development Research Group. Data are based on primary household survey data
obtained from government statistical agencies and World Bank country departments.
For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.2DAY\",\"name\":\"Poverty
headcount ratio at $3.10 a day (2011 PPP) (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Poverty headcount ratio at $3.10
a day is the percentage of the population living on less than $3.10 a day
at 2011 international prices. As a result of revisions in PPP exchange rates,
poverty rates for individual countries cannot be compared with poverty rates
reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde,
Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding
$1.25 a day and $2 a day poverty lines. This is due to the large deviations
in the rate of change in PPP factors relative to the rate of change in domestic
consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015\\/2016
(http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Development
Research Group. Data are based on primary household survey data obtained from
government statistical agencies and World Bank country departments. Data for
high-income economies are from the Luxembourg Income Study database. For more
information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.POV.4DAY\",\"name\":\"Poverty headcount ratio at $4 a day
(PPP) (% of population)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"Population
below $4 a day is the percentage of the population living on less than $4
a day at 2005 international prices. \",\"sourceOrganization\":\"World Bank,
Development Research Group. Data are based on primary household survey data
obtained from government statistical agencies and World Bank country departments.
For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.5DAY\",\"name\":\"Poverty
headcount ratio at $5 a day (PPP) (% of population)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"Population
below $5 a day is the percentage of the population living on less than $5
a day at 2005 international prices. \",\"sourceOrganization\":\"World Bank,
Development Research Group. Data are based on primary household survey data
obtained from government statistical agencies and World Bank country departments.
For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.BPL\",\"name\":\"Number
of people live below the poverty line (in number of people)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"SI.POV.DDAY\",\"name\":\"Poverty
headcount ratio at $1.90 a day (2011 PPP) (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Poverty headcount ratio at $1.90
a day is the percentage of the population living on less than $1.90 a day
at 2011 international prices. As a result of revisions in PPP exchange rates,
poverty rates for individual countries cannot be compared with poverty rates
reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde,
Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding
$1.25 a day and $2 a day poverty lines. This is due to the large deviations
in the rate of change in PPP factors relative to the rate of change in domestic
consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015\\/2016
(http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Development
Research Group. Data are based on primary household survey data obtained from
government statistical agencies and World Bank country departments. Data for
high-income economies are from the Luxembourg Income Study database. For more
information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"},{\"id\":\"19\",\"value\":\"Climate
Change\"}]},{\"id\":\"SI.POV.GAP2\",\"name\":\"Poverty gap at $3.10 a day
(2011 PPP) (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Poverty
gap at $3.10 a day (2011 PPP) is the mean shortfall in income or consumption
from the poverty line $3.10 a day (counting the nonpoor as having zero shortfall),
expressed as a percentage of the poverty line. This measure reflects the depth
of poverty as well as its incidence. As a result of revisions in PPP exchange
rates, poverty rates for individual countries cannot be compared with poverty
rates reported in earlier editions. Note: five countries -- Bangladesh, Cabo
Verde, Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors
and corresponding $1.25 a day and $2 a day poverty lines. This is due to the
large deviations in the rate of change in PPP factors relative to the rate
of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring
Report 2015\\/2016 (http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Development
Research Group. Data are based on primary household survey data obtained from
government statistical agencies and World Bank country departments. Data for
high-income economies are from the Luxembourg Income Study database. For more
information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.POV.GAP25\",\"name\":\"Poverty gap at $2.5 a day (PPP)
(%)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
mean shortfall from the $2.5 a day poverty line (counting the nonpoor as having
zero shortfall), expressed as a percentage of the poverty line. This measure
reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.GAP4\",\"name\":\"Poverty
gap at $4 a day (PPP) (%)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
mean shortfall from the $4 a day poverty line (counting the nonpoor as having
zero shortfall), expressed as a percentage of the poverty line. This measure
reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.GAP5\",\"name\":\"Poverty
gap at $5 a day (PPP) (%)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
mean shortfall from the $5 a day poverty line (counting the nonpoor as having
zero shortfall), expressed as a percentage of the poverty line. This measure
reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.GAPS\",\"name\":\"Poverty
gap at $1.90 a day (2011 PPP) (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Poverty gap at $1.90 a day (2011
PPP) is the mean shortfall in income or consumption from the poverty line
$1.90 a day (counting the nonpoor as having zero shortfall), expressed as
a percentage of the poverty line. This measure reflects the depth of poverty
as well as its incidence. As a result of revisions in PPP exchange rates,
poverty rates for individual countries cannot be compared with poverty rates
reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde,
Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding
$1.25 a day and $2 a day poverty lines. This is due to the large deviations
in the rate of change in PPP factors relative to the rate of change in domestic
consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015\\/2016
(http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Development
Research Group. Data are based on primary household survey data obtained from
government statistical agencies and World Bank country departments. Data for
high-income economies are from the Luxembourg Income Study database. For more
information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.POV.GINI\",\"name\":\"GINI index (World Bank estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Gini index measures the extent
to which the distribution of income (or, in some cases, consumption expenditure)
among individuals or households within an economy deviates from a perfectly
equal distribution. A Lorenz curve plots the cumulative percentages of total
income received against the cumulative number of recipients, starting with
the poorest individual or household. The Gini index measures the area between
the Lorenz curve and a hypothetical line of absolute equality, expressed as
a percentage of the maximum area under the line. Thus a Gini index of 0 represents
perfect equality, while an index of 100 implies perfect inequality.\",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.POV.NAGP\",\"name\":\"Poverty gap at national poverty lines
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Poverty
gap at national poverty lines is the mean shortfall from the poverty lines
(counting the nonpoor as having zero shortfall) as a percentage of the poverty
lines. This measure reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Global Poverty Working Group. Data are compiled from official government
sources or are computed by World Bank staff using national (i.e. country\u2013specific)
poverty lines.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"SI.POV.NAHC\",\"name\":\"Poverty
headcount ratio at national poverty lines (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"National poverty headcount ratio
is the percentage of the population living below the national poverty lines.
National estimates are based on population-weighted subgroup estimates from
household surveys.\",\"sourceOrganization\":\"World Bank, Global Poverty Working
Group. Data are compiled from official government sources or are computed
by World Bank staff using national (i.e. country\u2013specific) poverty lines.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.POV.NAPL\",\"name\":\"Poverty Line (in IDR)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"SI.POV.NAPR.ZS\",\"name\":\"Poverty
Rate (in % of population)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"SI.POV.NGAP\",\"name\":\"Poverty
Gap (index)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"SI.POV.NOP1\",\"name\":\"Number
of poor at $1.90 a day (2011 PPP) (millions)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
number of people (millions) living on less than $1.90 a day (2011 PPP) \",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.NOP2\",\"name\":\"Number
of poor at $3.10 a day (2011 PPP) (millions)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
number of people (millions) living on less than $3.10 a day (2011 PPP) \",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.NOP25\",\"name\":\"Number
of poor at $2.5 a day (PPP) (millions)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
number of people (millions) living on less than $2.5 a day (PPP) \",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.NOP4\",\"name\":\"Number
of poor at $4 a day (PPP) (millions)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
number of people (millions) livinge on less than $4 a day (PPP) \",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.NOP5\",\"name\":\"Number
of poor at $5 a day (PPP) (millions)\",\"source\":{\"id\":\"24\",\"value\":\"Povstats\"},\"sourceNote\":\"The
number of people (millions) living on less than $5 a day (PPP) \",\"sourceOrganization\":\"World
Bank, Development Research Group. Data are based on primary household survey
data obtained from government statistical agencies and World Bank country
departments. For more information and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[]},{\"id\":\"SI.POV.RUGP\",\"name\":\"Rural
poverty gap at national poverty lines (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural poverty gap at national poverty
lines is the rural population's mean shortfall from the poverty lines (counting
the nonpoor as having zero shortfall) as a percentage of the poverty lines.
This measure reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Global Poverty Working Group. Data are compiled from official government
sources or are computed by World Bank staff using national (i.e. country\u2013specific)
poverty lines.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture & Rural
Development \"},{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"SI.POV.RUHC\",\"name\":\"Rural
poverty headcount ratio at national poverty lines (% of rural population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural poverty headcount ratio is
the percentage of the rural population living below the national poverty lines.\",\"sourceOrganization\":\"World
Bank, Global Poverty Working Group. Data are compiled from official government
sources or are computed by World Bank staff using national (i.e. country\u2013specific)
poverty lines.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture & Rural
Development \"},{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"SI.POV.URGP\",\"name\":\"Urban
poverty gap at national poverty lines (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Urban poverty gap at national poverty
lines is the urban population's mean shortfall from the poverty lines (counting
the nonpoor as having zero shortfall) as a percentage of the poverty lines.
This measure reflects the depth of poverty as well as its incidence.\",\"sourceOrganization\":\"World
Bank, Global Poverty Working Group. Data are compiled from official government
sources or are computed by World Bank staff using national (i.e. country\u2013specific)
poverty lines.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty \"},{\"id\":\"16\",\"value\":\"Urban
Development \"}]},{\"id\":\"SI.POV.URHC\",\"name\":\"Urban poverty headcount
ratio at national poverty lines (% of urban population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Urban poverty headcount ratio is
the percentage of the urban population living below the national poverty lines.\",\"sourceOrganization\":\"World
Bank, Global Poverty Working Group. Data are based on World Bank's country
poverty assessments and country Poverty Reduction Strategies.\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SI.RMT.COST.ZS\",\"name\":\"Average
transaction cost of remittances (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average transaction cost of remittances
is the average of the total transaction cost in percentage for sending the
local currency equivalent of US$ 200 charged by each single remittance service
provider.\",\"sourceOrganization\":\"World Bank, Remittance Prices Worldwide,
available at http:\\/\\/remittanceprices.worldbank.org\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"11\",\"value\":\"Poverty \"}]},{\"id\":\"SI.SPR.PC40\",\"name\":\"Survey
mean consumption or income per capita, bottom 40% of population (2011 PPP
$ per day)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Mean
consumption or income per capita (2011 PPP $ per day) used in calculating
the growth rate in the welfare aggregate of the bottom 40% of the population
in the income distribution in a country.\",\"sourceOrganization\":\"World
Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.SPR.PC40.05\",\"name\":\"Survey mean consumption or income
per capita, bottom 40% of population (2005 PPP $ per day)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mean consumption or income per
capita (2005 PPP $ per day) used in calculating the growth rate in the welfare
aggregate of the bottom 40% of the population in the income distribution in
a country.\",\"sourceOrganization\":\"World Bank, Global Database of Shared
Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.SPR.PC40.ZG\",\"name\":\"Annualized average growth rate
in per capita real survey mean consumption or income, bottom 40% of population
(%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"The
growth rate in the welfare aggregate of the bottom 40% is computed as the
annualized average growth rate in per capita real consumption or income of
the bottom 40% of the population in the income distribution in a country from
household surveys over a roughly 5-year period. Mean per capita real consumption
or income is measured at 2011 and 2005 Purchasing Power Parity (PPP) using
the PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet). For some countries
means are not reported due to grouped and\\/or confidential data. The annualized
growth rate is computed as (Mean in final year\\/Mean in initial year)^(1\\/(Final
year - Initial year)) - 1. The reference year is the year in which the underlying
household survey data was collected. In cases where the data collection period
bridged two calendar years, the first year in which data were collected is
reported. The final year refers to the most recent survey available between
2010 and 2014. The initial year refers to the nearest survey collected 5 years
before the most recent survey available, only surveys collected between 3
and 7 years before the most recent survey are considered. Growth rates for
four countries \u2013 Bangladesh, Cambodia, Jordan, and Lao PDR \u2013 are
based on survey means of 2005 PPP$. This is due to the large deviations in
the rate of change in PPP factors relative to the rate of change in domestic
consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015\\/2016
(http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Global
Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.SPR.PCAP\",\"name\":\"Survey mean consumption or income
per capita, total population (2011 PPP $ per day)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mean consumption or income per
capita (2011 PPP $ per day) used in calculating the growth rate in the welfare
aggregate of total population.\",\"sourceOrganization\":\"World Bank, Global
Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.SPR.PCAP.05\",\"name\":\"Survey mean consumption or income
per capita, total population (2005 PPP $ per day)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Mean consumption or income per
capita (2005 PPP $ per day) used in calculating the growth rate in the welfare
aggregate of total population.\",\"sourceOrganization\":\"World Bank, Global
Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SI.SPR.PCAP.ZG\",\"name\":\"Annualized average growth rate
in per capita real survey mean consumption or income, total population (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"The growth rate in the welfare
aggregate of the total population is computed as the annualized average growth
rate in per capita real consumption or income of the total population in the
income distribution in a country from household surveys over a roughly 5-year
period. Mean per capita real consumption or income is measured at 2011 and
2005 Purchasing Power Parity (PPP) using the PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet).
For some countries means are not reported due to grouped and\\/or confidential
data. The annualized growth rate is computed as (Mean in final year\\/Mean
in initial year)^(1\\/(Final year - Initial year)) - 1. The reference year
is the year in which the underlying household survey data was collected. In
cases where the data collection period bridged two calendar years, the first
year in which data were collected is reported. The final year refers to the
most recent survey available between 2010 and 2014. The initial year refers
to the nearest survey collected 5 years before the most recent survey available,
only surveys collected between 3 and 7 years before the most recent survey
are considered. Growth rates for four countries \u2013 Bangladesh, Cambodia,
Jordan, and Lao PDR \u2013 are based on survey means of 2005 PPP$. This is
due to the large deviations in the rate of change in PPP factors relative
to the rate of change in domestic consumer price indexes. See Box 1.1 in the
Global Monitoring Report 2015\\/2016 (http:\\/\\/www.worldbank.org\\/en\\/publication\\/global-monitoring-report)
for a detailed explanation.\",\"sourceOrganization\":\"World Bank, Global
Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http:\\/\\/www.worldbank.org\\/en\\/topic\\/poverty\\/brief\\/global-database-of-shared-prosperity).\",\"topics\":[{\"id\":\"11\",\"value\":\"Poverty
\"}]},{\"id\":\"SILVER\",\"name\":\"Silver, cents\\/toz, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Silver (Handy & Harman),
99.9% grade refined, New York\",\"sourceOrganization\":\"Platts Metasl Week;
Australian Minerals Economics Pty, Ltd., Silver World Supply & Demand, Thomson
Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"SL.AGR.0714.FE.ZS\",\"name\":\"Child
employment in agriculture, female (% of female economically active children
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Employment
by economic activity refers to the distribution of economically active children
by the major industrial categories (ISIC revision 2 or revision 3). Agriculture
corresponds to division 1 (ISIC revision 2) or categories A and B (ISIC revision
3) and includes agriculture and hunting, forestry and logging, and fishing.
Economically active children refer to children involved in economic activity
for at least one hour in the reference week of the survey.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.AGR.0714.MA.ZS\",\"name\":\"Child
employment in agriculture, male (% of male economically active children ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Employment
by economic activity refers to the distribution of economically active children
by the major industrial categories (ISIC revision 2 or revision 3). Agriculture
corresponds to division 1 (ISIC revision 2) or categories A and B (ISIC revision
3) and includes agriculture and hunting, forestry and logging, and fishing.
Economically active children refer to children involved in economic activity
for at least one hour in the reference week of the survey.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.AGR.0714.ZS\",\"name\":\"Child
employment in agriculture (% of economically active children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment by economic activity
refers to the distribution of economically active children by the major industrial
categories (ISIC revision 2 or revision 3). Agriculture corresponds to division
1 (ISIC revision 2) or categories A and B (ISIC revision 3) and includes agriculture
and hunting, forestry and logging, and fishing. Economically active children
refer to children involved in economic activity for at least one hour in the
reference week of the survey.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.AGR.EMPL.FE.ZS\",\"name\":\"Employment
in agriculture, female (% of female employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The agriculture sector consists of activities in agriculture, hunting, forestry
and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC
3) or category A (ISIC 4).\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.AGR.EMPL.MA.ZS\",\"name\":\"Employment
in agriculture, male (% of male employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The agriculture sector consists of activities in agriculture, hunting, forestry
and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC
3) or category A (ISIC 4).\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.AGR.EMPL.ZS\",\"name\":\"Employment
in agriculture (% of total employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The agriculture sector consists of activities in agriculture, hunting, forestry
and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC
3) or category A (ISIC 4).\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.EMP.1524.SP.FE.NE.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, female (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.1524.SP.FE.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, female (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.1524.SP.MA.NE.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, male (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.1524.SP.MA.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, male (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.1524.SP.NE.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, total (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.1524.SP.ZS\",\"name\":\"Employment
to population ratio, ages 15-24, total (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15-24 are
generally considered the youth population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.AGR.FRST.FSH\",\"name\":\"Number
of people employed in agriculture, forestry and fishery\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.CNST\",\"name\":\"Number
of people employed in construction sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.ELC\",\"name\":\"Number
of people employed in electricity and utilities sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.FINS\",\"name\":\"Number
of people employed in financial services sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.IND\",\"name\":\"Number
of people employed in industrial sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.INSV.FE.ZS\",\"name\":\"Share
of women in wage employment in the nonagricultural sector (% of total nonagricultural
employment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Share
of women in wage employment in the nonagricultural sector is the share of
female workers in wage employment in the nonagricultural sector (industry
and services), expressed as a percentage of total employment in the nonagricultural
sector. Industry includes mining and quarrying (including oil production),
manufacturing, construction, electricity, gas, and water, corresponding to
divisions 2-5 (ISIC revision 2) or tabulation categories C-F (ISIC revision
3). Services include wholesale and retail trade and restaurants and hotels;
transport, storage, and communications; financing, insurance, real estate,
and business services; and community, social, and personal services-corresponding
to divisions 6-9 (ISIC revision 2) or tabulation categories G-P (ISIC revision
3).\",\"sourceOrganization\":\"International Labour Organization, Key Indicators
of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.EMP.MINQ\",\"name\":\"Number of people employed
in mining and quarrying sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.MPYR.FE.ZS\",\"name\":\"Employers,
female (% of employment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Employers refers are those workers who, working
on their own account or with one or a few partners, hold the type of jobs
defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration
is directly dependent upon the profits derived from the goods and services
produced), and, in this capacity, have engaged, on a continuous basis, one
or more persons to work for them as employee(s).\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.MPYR.MA.ZS\",\"name\":\"Employers,
male (% of employment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Employers refers are those workers who, working
on their own account or with one or a few partners, hold the type of jobs
defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration
is directly dependent upon the profits derived from the goods and services
produced), and, in this capacity, have engaged, on a continuous basis, one
or more persons to work for them as employee(s).\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.MPYR.ZS\",\"name\":\"Employers,
total (% of employment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Employers refers are those workers who, working
on their own account or with one or a few partners, hold the type of jobs
defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration
is directly dependent upon the profits derived from the goods and services
produced), and, in this capacity, have engaged, on a continuous basis, one
or more persons to work for them as employee(s).\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.OWAC.FE.ZS\",\"name\":\"Own-account
workers, female (% of total female employment)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Own-account workers are workers who, working
on their own account or with one or more more partners, hold the types of
jobs defined as \\\"self-employment jobs\\\" and have not engaged on a continuous
basis any employees to work for them. Own account workers are a subcategory
of \\\"self-employed\\\".\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.OWAC.MA.ZS\",\"name\":\"Own-account
workers, male (% of total male employment)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Own-account workers are workers who, working
on their own account or with one or more more partners, hold the types of
jobs defined as \\\"self-employment jobs\\\" and have not engaged on a continuous
basis any employees to work for them. Own account workers are a subcategory
of \\\"self-employed\\\".\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.SELF.FE.ZS\",\"name\":\"Self-employed,
female (% of females employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Self-employed workers are those
workers who, working on their own account or with one or a few partners or
in cooperative, hold the type of jobs defined as a \\\"self-employment jobs.\\\"
i.e. jobs where the remuneration is directly dependent upon the profits derived
from the goods and services produced. Self-employed workers include four sub-categories
of employers, own-account workers, members of producers' cooperatives, and
contributing family workers.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.SELF.MA.ZS\",\"name\":\"Self-employed,
male (% of males employed)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Self-employed workers are those workers who,
working on their own account or with one or a few partners or in cooperative,
hold the type of jobs defined as a \\\"self-employment jobs.\\\" i.e. jobs
where the remuneration is directly dependent upon the profits derived from
the goods and services produced. Self-employed workers include four sub-categories
of employers, own-account workers, members of producers' cooperatives, and
contributing family workers.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.SELF.ZS\",\"name\":\"Self-employed,
total (% of total employed)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Self-employed workers are those workers who,
working on their own account or with one or a few partners or in cooperative,
hold the type of jobs defined as a \\\"self-employment jobs.\\\" i.e. jobs
where the remuneration is directly dependent upon the profits derived from
the goods and services produced. Self-employed workers include four sub-categories
of employers, own-account workers, members of producers' cooperatives, and
contributing family workers.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.SOCL\",\"name\":\"Number of people
employed in social services sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.TOTL\",\"name\":\"Number
of people employed\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total employment shows the total number employed
ages 15 and over.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.EMP.TOTL.FE\",\"name\":\"Total
employment, female (ages 15+)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total employment shows the total
number employed ages 15 and over.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.EMP.TOTL.MA\",\"name\":\"Total
employment, male (ages 15+)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total employment shows the total
number employed ages 15 and over.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.EMP.TOTL.SP.FE.NE.ZS\",\"name\":\"Employment
to population ratio, 15+, female (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.TOTL.SP.FE.ZS\",\"name\":\"Employment
to population ratio, 15+, female (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.TOTL.SP.MA.NE.ZS\",\"name\":\"Employment
to population ratio, 15+, male (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.TOTL.SP.MA.ZS\",\"name\":\"Employment
to population ratio, 15+, male (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.TOTL.SP.NE.ZS\",\"name\":\"Employment
to population ratio, 15+, total (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.TOTL.SP.ZS\",\"name\":\"Employment
to population ratio, 15+, total (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment to population ratio
is the proportion of a country's population that is employed. Ages 15 and
older are generally considered the working-age population.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.EMP.TRAD\",\"name\":\"Number of people
employed in trade, hotel and restaurant sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.TRAN\",\"name\":\"Number
of people employed in transportation and telecommunication sector\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.UNDR\",\"name\":\"Number
of people underemployed\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.EMP.UNDR.FE.ZS\",\"name\":\"Time-related
underemployment, female (% of employment)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Time-related underemployment refers to all
persons in employment who (i) wanted to work additional hours, (ii) had worked
less than a specified hours threshold (working time in all jobs), and (iii)
were available to work additional hours given an opportunity for more work.\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.UNDR.MA.ZS\",\"name\":\"Time-related
underemployment, male (% of employment)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Time-related underemployment refers to all
persons in employment who (i) wanted to work additional hours, (ii) had worked
less than a specified hours threshold (working time in all jobs), and (iii)
were available to work additional hours given an opportunity for more work.\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.UNDR.ZS\",\"name\":\"Time-related
underemployment, total (% of employment)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Time-related underemployment refers to all
persons in employment who (i) wanted to work additional hours, (ii) had worked
less than a specified hours threshold (working time in all jobs), and (iii)
were available to work additional hours given an opportunity for more work.\",\"sourceOrganization\":\"ILO
Key Indicators of the Labour Market (KILM).\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.UNMB.ZS\",\"name\":\"Union
members (% of total paid employees)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Union members (% of total paid
employees)\",\"sourceOrganization\":\"International Labour Organization, (http:\\/\\/laborsta.ilo.org\\/xls_data_E.html).\",\"topics\":[]},{\"id\":\"SL.EMP.VULN.FE.ZS\",\"name\":\"Vulnerable
employment, female (% of female employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Vulnerable employment is unpaid
family workers and own-account workers as a percentage of total employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.EMP.VULN.MA.ZS\",\"name\":\"Vulnerable employment,
male (% of male employment)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Vulnerable employment is unpaid family workers
and own-account workers as a percentage of total employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.EMP.VULN.ZS\",\"name\":\"Vulnerable employment,
total (% of total employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Vulnerable employment is unpaid
family workers and own-account workers as a percentage of total employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"2\",\"value\":\"Aid Effectiveness \"}]},{\"id\":\"SL.EMP.WORK.FE.ZS\",\"name\":\"Wage
and salaried workers, female (% of females employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wage and salaried workers (employees)
are those workers who hold the type of jobs defined as \\\"paid employment
jobs,\\\" where the incumbents hold explicit (written or oral) or implicit
employment contracts that give them a basic remuneration that is not directly
dependent upon the revenue of the unit for which they work.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.WORK.MA.ZS\",\"name\":\"Wage
and salary workers, male (% of males employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wage and salaried workers (employees)
are those workers who hold the type of jobs defined as \\\"paid employment
jobs,\\\" where the incumbents hold explicit (written or oral) or implicit
employment contracts that give them a basic remuneration that is not directly
dependent upon the revenue of the unit for which they work.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.EMP.WORK.ZS\",\"name\":\"Wage
and salaried workers, total (% of total employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wage and salaried workers (employees)
are those workers who hold the type of jobs defined as \\\"paid employment
jobs,\\\" where the incumbents hold explicit (written or oral) or implicit
employment contracts that give them a basic remuneration that is not directly
dependent upon the revenue of the unit for which they work.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.FAM.0714.FE.ZS\",\"name\":\"Children
in employment, unpaid family workers, female (% of female children in employment,
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Unpaid
family workers are people who work without pay in a market-oriented establishment
operated by a related person living in the same household.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.FAM.0714.MA.ZS\",\"name\":\"Children
in employment, unpaid family workers, male (% of male children in employment,
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Unpaid
family workers are people who work without pay in a market-oriented establishment
operated by a related person living in the same household.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.FAM.0714.ZS\",\"name\":\"Children in
employment, unpaid family workers (% of children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unpaid family workers are people
who work without pay in a market-oriented establishment operated by a related
person living in the same household.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.FAM.WORK.FE.ZS\",\"name\":\"Contributing
family workers, female (% of females employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Contributing family workers are
those workers who hold \\\"self-employment jobs\\\" as own-account workers
in a market-oriented establishment operated by a related person living in
the same household.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.FAM.WORK.MA.ZS\",\"name\":\"Contributing
family workers, male (% of males employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Contributing family workers are
those workers who hold \\\"self-employment jobs\\\" as own-account workers
in a market-oriented establishment operated by a related person living in
the same household.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.FAM.WORK.ZS\",\"name\":\"Contributing
family workers, total (% of total employed)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Contributing family workers are
those workers who hold \\\"self-employment jobs\\\" as own-account workers
in a market-oriented establishment operated by a related person living in
the same household.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.GDP.PCAP.EM.KD\",\"name\":\"GDP per person
employed (constant 2011 PPP $)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"GDP per person employed is gross
domestic product (GDP) divided by total employment in the economy. Purchasing
power parity (PPP) GDP is GDP converted to 2011 constant international dollars
using PPP rates. An international dollar has the same purchasing power over
GDP that a U.S. dollar has in the United States.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.GDP.PCAP.EM.KD.ZG\",\"name\":\"GDP per
person employed (annual % growth)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"GDP per person employed is gross
domestic product (GDP) divided by total employment in the economy.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.IND.EMPL.FE.ZS\",\"name\":\"Employment
in industry, female (% of female employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The industry sector consists of mining and quarrying, manufacturing, construction,
and public utilities (electricity, gas, and water), in accordance with divisions
2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.IND.EMPL.MA.ZS\",\"name\":\"Employment
in industry, male (% of male employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The industry sector consists of mining and quarrying, manufacturing, construction,
and public utilities (electricity, gas, and water), in accordance with divisions
2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.IND.EMPL.ZS\",\"name\":\"Employment
in industry (% of total employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The industry sector consists of mining and quarrying, manufacturing, construction,
and public utilities (electricity, gas, and water), in accordance with divisions
2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.ISV.IFRM.FE.ZS\",\"name\":\"Informal
employment, female (% of total non-agricultural employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment in the informal economy
as a percentage of total non-agricultural employment. It basically includes
all jobs in unregistered and\\/or small-scale private unincorporated enterprises
that produce goods or services meant for sale or barter. Self-employed street
vendors, taxi drivers and home-base workers, regardless of size, are all considered
enterprises. However, agricultural and related activities, households producing
goods exclusively for their own use (e.g. subsistence farming, domestic housework,
care work, and employment of paid domestic workers), and volunteer services
rendered to the community are excluded.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.ISV.IFRM.MA.ZS\",\"name\":\"Informal
employment, male (% of total non-agricultural employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment in the informal economy
as a percentage of total non-agricultural employment. It basically includes
all jobs in unregistered and\\/or small-scale private unincorporated enterprises
that produce goods or services meant for sale or barter. Self-employed street
vendors, taxi drivers and home-base workers, regardless of size, are all considered
enterprises. However, agricultural and related activities, households producing
goods exclusively for their own use (e.g. subsistence farming, domestic housework,
care work, and employment of paid domestic workers), and volunteer services
rendered to the community are excluded.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.ISV.IFRM.ZS\",\"name\":\"Informal employment
(% of total non-agricultural employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment in the informal economy
as a percentage of total non-agricultural employment. It basically includes
all jobs in unregistered and\\/or small-scale private unincorporated enterprises
that produce goods or services meant for sale or barter. Self-employed street
vendors, taxi drivers and home-base workers, regardless of size, are all considered
enterprises. However, agricultural and related activities, households producing
goods exclusively for their own use (e.g. subsistence farming, domestic housework,
care work, and employment of paid domestic workers), and volunteer services
rendered to the community are excluded.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.MNF.0714.FE.ZS\",\"name\":\"Child employment
in manufacturing, female (% of female economically active children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment by economic activity
refers to the distribution of economically active children by the major industrial
categories (ISIC revision 2 or revision 3). Manufacturing corresponds to division
3 (ISIC revision 2) or category D (ISIC revision 3). Economically active children
refer to children involved in economic activity for at least one hour in the
reference week of the survey.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.MNF.0714.MA.ZS\",\"name\":\"Child
employment in manufacturing, male (% of male economically active children
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Employment
by economic activity refers to the distribution of economically active children
by the major industrial categories (ISIC revision 2 or revision 3). Manufacturing
corresponds to division 3 (ISIC revision 2) or category D (ISIC revision 3).
Economically active children refer to children involved in economic activity
for at least one hour in the reference week of the survey.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.MNF.0714.ZS\",\"name\":\"Child
employment in manufacturing (% of economically active children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment by economic activity
refers to the distribution of economically active children by the major industrial
categories (ISIC revision 2 or revision 3). Manufacturing corresponds to division
3 (ISIC revision 2) or category D (ISIC revision 3). Economically active children
refer to children involved in economic activity for at least one hour in the
reference week of the survey.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.MNF.WAGE.FM\",\"name\":\"Ratio of female
to male wages in manufacturing (%)\",\"source\":{\"id\":\"25\",\"value\":\"Jobs
for Knowledge Platform\"},\"sourceNote\":\"Ratio of female to male wages in
manufacturing refers to female to male wages and salaries in manufacturing.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour market (KILM).\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.SLF.0714.FE.ZS\",\"name\":\"Children
in employment, self-employed, female (% of female children in employment,
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Self-employed
workers are people whose remuneration depends directly on the profits derived
from the goods and services they produce, with or without other employees,
and include employers, own-account workers, and members of producers cooperatives.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.SLF.0714.MA.ZS\",\"name\":\"Children
in employment, self-employed, male (% of male children in employment, ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Self-employed
workers are people whose remuneration depends directly on the profits derived
from the goods and services they produce, with or without other employees,
and include employers, own-account workers, and members of producers cooperatives.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.SLF.0714.ZS\",\"name\":\"Children in
employment, self-employed (% of children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Self-employed workers are people
whose remuneration depends directly on the profits derived from the goods
and services they produce, with or without other employees, and include employers,
own-account workers, and members of producers cooperatives.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.SRV.0714.FE.ZS\",\"name\":\"Child employment
in services, female (% of female economically active children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment by economic activity
refers to the distribution of economically active children by the major industrial
categories (ISIC revision 2 or revision 3). Services correspond to divisions
6-9 (ISIC revision 2) or categories G-P (ISIC revision 3) and include wholesale
and retail trade, hotels and restaurants, transport, financial intermediation,
real estate, public administration, education, health and social work, other
community services, and private household activity. Economically active children
refer to children involved in economic activity for at least one hour in the
reference week of the survey.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.SRV.0714.MA.ZS\",\"name\":\"Child
employment in services, male (% of male economically active children ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Employment
by economic activity refers to the distribution of economically active children
by the major industrial categories (ISIC revision 2 or revision 3). Services
correspond to divisions 6-9 (ISIC revision 2) or categories G-P (ISIC revision
3) and include wholesale and retail trade, hotels and restaurants, transport,
financial intermediation, real estate, public administration, education, health
and social work, other community services, and private household activity.
Economically active children refer to children involved in economic activity
for at least one hour in the reference week of the survey.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.SRV.0714.ZS\",\"name\":\"Child
employment in services (% of economically active children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment by economic activity
refers to the distribution of economically active children by the major industrial
categories (ISIC revision 2 or revision 3). Services correspond to divisions
6-9 (ISIC revision 2) or categories G-P (ISIC revision 3) and include wholesale
and retail trade, hotels and restaurants, transport, financial intermediation,
real estate, public administration, education, health and social work, other
community services, and private household activity. Economically active children
refer to children involved in economic activity for at least one hour in the
reference week of the survey.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.SRV.EMPL.FE.ZS\",\"name\":\"Employment
in services, female (% of female employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The services sector consists of wholesale and retail trade and restaurants
and hotels; transport, storage, and communications; financing, insurance,
real estate, and business services; and community, social, and personal services,
in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories
G-U (ISIC 4).\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.SRV.EMPL.MA.ZS\",\"name\":\"Employment
in services, male (% of male employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The services sector consists of wholesale and retail trade and restaurants
and hotels; transport, storage, and communications; financing, insurance,
real estate, and business services; and community, social, and personal services,
in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories
G-U (ISIC 4).\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.SRV.EMPL.ZS\",\"name\":\"Employment
in services (% of total employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Employment is defined as persons
of working age who were engaged in any activity to produce goods or provide
services for pay or profit, whether at work during the reference period or
not at work due to temporary absence from a job, or to working-time arrangement.
The services sector consists of wholesale and retail trade and restaurants
and hotels; transport, storage, and communications; financing, insurance,
real estate, and business services; and community, social, and personal services,
in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories
G-U (ISIC 4).\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TIM.DWRK.FE\",\"name\":\"Time spent in
domestic work, female (hours)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Time spent in domestic work, female refers
to average hours per day that women ages 20-74 spent on housework, child and
adult care, gardening and pet care, construction and repairs, shopping and
services, and household management.\",\"sourceOrganization\":\"United Nations
Economic Commission for Europe (UNECE) Statistical Database. Website: http:\\/\\/w3.unece.org\\/pxweb\\/DATABASE\\/STAT\\/Gender.stat.asp\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TIM.DWRK.MA\",\"name\":\"Time
spent in domestic work, male (hours)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Time spent in domestic work, male refers to
average hours per day that men ages 20-74 spent on housework, child and adult
care, gardening and pet care, construction and repairs, shopping and services,
and household management.\",\"sourceOrganization\":\"United Nations Economic
Commission for Europe (UNECE) Statistical Database. Website: http:\\/\\/w3.unece.org\\/pxweb\\/DATABASE\\/STAT\\/Gender.stat.asp\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF\",\"name\":\"Number
of people in labor force\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.TLF.0714.FE.ZS\",\"name\":\"Children
in employment, female (% of female children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey.\",\"sourceOrganization\":\"Understanding Children's Work
project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.MA.ZS\",\"name\":\"Children in employment,
male (% of male children ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey.\",\"sourceOrganization\":\"Understanding Children's Work
project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.SW.FE.TM\",\"name\":\"Average working
hours of children, study and work, female, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
studying and working refer to the average weekly working hours of those children
who are attending school in combination with economic activity.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.SW.FE.ZS\",\"name\":\"Children
in employment, study and work, female (% of female children in employment,
ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Children
in employment refer to children involved in economic activity for at least
one hour in the reference week of the survey. Study and work refer to children
attending school in combination with economic activity.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.SW.MA.TM\",\"name\":\"Average working
hours of children, study and work, male, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
studying and working refer to the average weekly working hours of those children
who are attending school in combination with economic activity.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.SW.MA.ZS\",\"name\":\"Children
in employment, study and work, male (% of male children in employment, ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Children
in employment refer to children involved in economic activity for at least
one hour in the reference week of the survey. Study and work refer to children
attending school in combination with economic activity.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.SW.TM\",\"name\":\"Average working
hours of children, study and work, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
studying and working refer to the average weekly working hours of those children
who are attending school in combination with economic activity.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.SW.ZS\",\"name\":\"Children
in employment, study and work (% of children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey. Study and work refer to children attending school in combination
with economic activity.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.0714.WK.FE.TM\",\"name\":\"Average
working hours of children, working only, female, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
working only refers to the average weekly working hours of those children
who are involved in economic activity and not attending school.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.WK.FE.ZS\",\"name\":\"Children
in employment, work only, female (% of female children in employment, ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Children
in employment refer to children involved in economic activity for at least
one hour in the reference week of the survey. Work only refers to children
involved in economic activity and not attending school.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.WK.MA.TM\",\"name\":\"Average working
hours of children, working only, male, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
working only refers to the average weekly working hours of those children
who are involved in economic activity and not attending school.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.WK.MA.ZS\",\"name\":\"Children
in employment, work only, male (% of male children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey. Work only refers to children involved in economic activity
and not attending school.\",\"sourceOrganization\":\"Understanding Children's
Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.0714.WK.TM\",\"name\":\"Average working
hours of children, working only, ages 7-14 (hours per week)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Average working hours of children
working only refers to the average weekly working hours of those children
who are involved in economic activity and not attending school.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.0714.WK.ZS\",\"name\":\"Children
in employment, work only (% of children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey. Work only refers to children involved in economic activity
and not attending school.\",\"sourceOrganization\":\"Understanding Children's
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Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.0714.ZS\",\"name\":\"Children
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Development Indicators\"},\"sourceNote\":\"Children in employment refer to
children involved in economic activity for at least one hour in the reference
week of the survey.\",\"sourceOrganization\":\"Understanding Children's Work
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Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.1524.FE.IN\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Total labor force comprises people
ages 15 to 24 who meet the International Labour Organization definition of
the economically active population: all people who supply labor for the production
of goods and services during a specified period. It includes both the employed
and the unemployed. While national practices vary in the treatment of such
groups as the armed forces and seasonal or part-time workers, in general the
labor force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.1524.FE.ZS\",\"name\":\"Labor
force (15-24 years), female (% of total labor force 15-24 years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
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(% of female population ages 15-24)\",\"sourceOrganization\":\"ILO Key Indicators
of the Labour Market (KILM).\",\"topics\":[]},{\"id\":\"SL.TLF.1524.IN\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Total labor force comprises people
ages 15-24 who meet the International Labour Organization definition of the
economically active population: all people who supply labor for the production
of goods and services during a specified period. It includes both the employed
and the unemployed. While national practices vary in the treatment of such
groups as the armed forces and seasonal or part-time workers, in general the
labor force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
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Indicators\"},\"sourceNote\":\"Total labor force comprises people ages 15
to 24 who meet the International Labour Organization definition of the economically
active population: all people who supply labor for the production of goods
and services during a specified period. It includes both the employed and
the unemployed. While national practices vary in the treatment of such groups
as the armed forces and seasonal or part-time workers, in general the labor
force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.1524.MA.ZS\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Labor participation rate, male
(% of male population ages 15-24)\",\"sourceOrganization\":\"ILO Key Indicators
of the Labour Market (KILM).\",\"topics\":[]},{\"id\":\"SL.TLF.1564.FE.IN\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"The labor force comprising people
ages 15 to 64 who meet the International Labour Organization definition of
the economically active population: all people who supply labor for the production
of goods and services during a specified period. It includes both the employed
and the unemployed. While national practices vary in the treatment of such
groups as the armed forces and seasonal or part-time workers, in general the
labor force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.1564.FE.ZS\",\"name\":\"Labor force
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ages 15 to 64 who meet the International Labour Organization definition of
the economically active population: all people who supply labor for the production
of goods and services during a specified period. It includes both the employed
and the unemployed. While national practices vary in the treatment of such
groups as the armed forces and seasonal or part-time workers, in general the
labor force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.1564.IN\",\"name\":\"Labor force
(15-64 years), total\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
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64 who meet the International Labour Organization definition of the economically
active population: all people who supply labor for the production of goods
and services during a specified period. It includes both the employed and
the unemployed. While national practices vary in the treatment of such groups
as the armed forces and seasonal or part-time workers, in general the labor
force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
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Protection & Labor\"}]},{\"id\":\"SL.TLF.1564.MA.IN\",\"name\":\"Labor force
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64 who meet the International Labour Organization definition of the economically
active population: all people who supply labor for the production of goods
and services during a specified period. It includes both the employed and
the unemployed. While national practices vary in the treatment of such groups
as the armed forces and seasonal or part-time workers, in general the labor
force includes the armed forces, the unemployed, and first-time job-seekers,
but excludes homemakers and other unpaid caregivers and workers in the informal
sector.\",\"sourceOrganization\":\"International Labour Organization, Key
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Protection & Labor\"}]},{\"id\":\"SL.TLF.1564.MA.ZS\",\"name\":\"Labor force
(15-64 years), male (% of total labor force 15-64 years)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The labor force comprising people
ages 15 to 64 who meet the International Labour Organization definition of
the economically active population: all people who supply labor for the production
of goods and services during a specified period. It includes both the employed
and the unemployed. While national practices vary in the treatment of such
groups as the armed forces and seasonal or part-time workers, in general the
labor force includes the armed forces, the unemployed, and first-time job-seekers,
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sector.\",\"sourceOrganization\":\"International Labour Organization, Key
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Protection & Labor\"}]},{\"id\":\"SL.TLF.ACTI.1524.FE.NE.ZS\",\"name\":\"Labor
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for ages 15-24 is the proportion of the population ages 15-24 that is economically
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during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.ACTI.1524.FE.ZS\",\"name\":\"Labor
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for ages 15-24 is the proportion of the population ages 15-24 that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.ACTI.1524.MA.NE.ZS\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Labor force participation rate
for ages 15-24 is the proportion of the population ages 15-24 that is economically
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during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.ACTI.1524.MA.ZS\",\"name\":\"Labor
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for ages 15-24 is the proportion of the population ages 15-24 that is economically
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during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.ACTI.1524.NE.ZS\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Labor force participation rate
for ages 15-24 is the proportion of the population ages 15-24 that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.ACTI.1524.ZS\",\"name\":\"Labor force
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for ages 15-24 is the proportion of the population ages 15-24 that is economically
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during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.ACTI.FE.ZS\",\"name\":\"Labor
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ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Labor
force participation rate is the proportion of the population ages 15-64 that
is economically active: all people who supply labor for the production of
goods and services during a specified period.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.ACTI.MA.ZS\",\"name\":\"Labor
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ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Labor
force participation rate is the proportion of the population ages 15-64 that
is economically active: all people who supply labor for the production of
goods and services during a specified period.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.ACTI.ZS\",\"name\":\"Labor
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ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Labor
force participation rate is the proportion of the population ages 15-64 that
is economically active: all people who supply labor for the production of
goods and services during a specified period.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SL.TLF.CACT.2534.FE.ZS\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 25-34 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
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is the proportion of the population ages 25-34 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
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Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 25-34 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.2554.FE.ZS\",\"name\":\"Labor
participation rate, female (% of female population ages 25-54)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 25-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
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is the proportion of the population ages 25-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.2554.ZS\",\"name\":\"Labor
participation rate, total (% of total population ages 25-54)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 25-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
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participation rate, female (% of female population ages 35-54)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 35-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.3554.MA.ZS\",\"name\":\"Labor
participation rate, male (% of male population ages 35-54)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 35-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.3554.ZS\",\"name\":\"Labor
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Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 35-54 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.5564.FE.ZS\",\"name\":\"Labor
participation rate, female (% of female population ages 55-64)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 55-64 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.5564.MA.ZS\",\"name\":\"Labor
participation rate, male (% of male population ages 55-64)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 55-64 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.5564.ZS\",\"name\":\"Labor
participation rate, total (% of total population ages 55-64)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 55-64 that is economically active:
all people who supply labor for the production of goods and services during
a specified period. The participation rates are harmonized to account for
differences in national data collection and tabulation methodologies as well
as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.65UP.FE.ZS\",\"name\":\"Labor
participation rate, female (% of female population ages 65+)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 65 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period. The participation rates are harmonized to account
for differences in national data collection and tabulation methodologies as
well as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.65UP.MA.ZS\",\"name\":\"Labor
participation rate, male (% of male population ages 65+)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 65 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period. The participation rates are harmonized to account
for differences in national data collection and tabulation methodologies as
well as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.65UP.ZS\",\"name\":\"Labor
participation rate, total (% of total population ages 65+)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 65 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period. The participation rates are harmonized to account
for differences in national data collection and tabulation methodologies as
well as for other country-specific factors such as military service requirements.
The series includes both nationally reported and imputed data and only estimates
that are national, meaning there are no geographic limitations in coverage.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[]},{\"id\":\"SL.TLF.CACT.FE.NE.ZS\",\"name\":\"Labor
force participation rate, female (% of female population ages 15+) (national
estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Labor
force participation rate is the proportion of the population ages 15 and older
that is economically active: all people who supply labor for the production
of goods and services during a specified period.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.CACT.FE.ZS\",\"name\":\"Labor force
participation rate, female (% of female population ages 15+) (modeled ILO
estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Labor
force participation rate is the proportion of the population ages 15 and older
that is economically active: all people who supply labor for the production
of goods and services during a specified period.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.CACT.FM.NE.ZS\",\"name\":\"Ratio of female
to male labor force participation rate (%) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.CACT.FM.ZS\",\"name\":\"Ratio of
female to male labor force participation rate (%) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.CACT.MA.NE.ZS\",\"name\":\"Labor
force participation rate, male (% of male population ages 15+) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.CACT.MA.ZS\",\"name\":\"Labor force
participation rate, male (% of male population ages 15+) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.TLF.CACT.NE.ZS\",\"name\":\"Labor force participation
rate, total (% of total population ages 15+) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.CACT.ZS\",\"name\":\"Labor force
participation rate, total (% of total population ages 15+) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force participation rate
is the proportion of the population ages 15 and older that is economically
active: all people who supply labor for the production of goods and services
during a specified period.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.PART.FE.ZS\",\"name\":\"Part time
employment, female (% of total female employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Part time employment refers to
regular employment in which working time is substantially less than normal.
Definitions of part time employment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.PART.MA.ZS\",\"name\":\"Part
time employment, male (% of total male employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Part time employment refers to
regular employment in which working time is substantially less than normal.
Definitions of part time employment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.PART.TL.FE.ZS\",\"name\":\"Part
time employment, female (% of total part time employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Part time employment refers to
regular employment in which working time is substantially less than normal.
Definitions of part time employment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.PART.ZS\",\"name\":\"Part
time employment, total (% of total employment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Part time employment refers to
regular employment in which working time is substantially less than normal.
Definitions of part time employment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.TLF.PRIM.FE.ZS\",\"name\":\"Labor force
with primary education, female (% of female labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female labor force with primary
education is the share of the female labor force that attained or completed
primary education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.PRIM.MA.ZS\",\"name\":\"Labor
force with primary education, male (% of male labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male labor force with primary education
is the share of the male labor force that attained or completed primary education
as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.PRIM.ZS\",\"name\":\"Labor
force with primary education (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force with primary education
is the share of the total labor force that attained or completed primary education
as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.TLF.SECO.FE.ZS\",\"name\":\"Labor
force with secondary education, female (% of female labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female labor force with secondary
education is the share of the female labor force that attained or completed
secondary education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.SECO.MA.ZS\",\"name\":\"Labor
force with secondary education, male (% of male labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male labor force with secondary
education is the share of the male labor force that attained or completed
secondary education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.SECO.ZS\",\"name\":\"Labor
force with secondary education (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force with secondary education
is the share of the total labor force that attained or completed secondary
education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.TLF.TERT.FE.ZS\",\"name\":\"Labor
force with tertiary education, female (% of female labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female labor force with tertiary
education is the share of the female labor force that attained or completed
tertiary education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.TERT.MA.ZS\",\"name\":\"Labor
force with tertiary education, male (% of male labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male labor force with tertiary
education is the share of the male labor force that attained or completed
tertiary education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.TERT.ZS\",\"name\":\"Labor
force with tertiary education (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Labor force with tertiary education
is the share of the total labor force that attained or completed tertiary
education as the highest level of education.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.TLF.TOTL.FE.ZS\",\"name\":\"Labor
force, female (% of total labor force)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female labor force as a percentage
of the total show the extent to which women are active in the labor force.
Labor force comprises people ages 15 and older who meet the International
Labour Organization's definition of the economically active population.\",\"sourceOrganization\":\"International
Labour Organization, using World Bank population estimates.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.TLF.TOTL.IN\",\"name\":\"Labor
force, total\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
labor force comprises people ages 15 and older who meet the International
Labour Organization definition of the economically active population: all
people who supply labor for the production of goods and services during a
specified period. It includes both the employed and the unemployed. While
national practices vary in the treatment of such groups as the armed forces
and seasonal or part-time workers, in general the labor force includes the
armed forces, the unemployed, and first-time job-seekers, but excludes homemakers
and other unpaid caregivers and workers in the informal sector.\",\"sourceOrganization\":\"International
Labour Organization, using World Bank population estimates.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.TLF.TOTL.MA.IN\",\"name\":\"Labor
force, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Male
labor force comprises all males who meet the International Labour Organization's
definition of the economically active population.\",\"sourceOrganization\":\"International
Labour Organization, using World Bank population estimates.\",\"topics\":[]},{\"id\":\"SL.TLF.TOTL.MA.ZS\",\"name\":\"Labor
force, male (% of total labor force)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male labor force as a percentage
of the total show the extent to which men are active in the labor force. Labor
force comprises people ages 15 and older who meet the International Labour
Organization's definition of the economically active population.\",\"sourceOrganization\":\"International
Labour Organization, using World Bank population estimates.\",\"topics\":[]},{\"id\":\"SL.UEM.1524.FE.NE.ZS\",\"name\":\"Unemployment,
youth female (% of female labor force ages 15-24) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment. Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.1524.FE.ZS\",\"name\":\"Unemployment,
youth female (% of female labor force ages 15-24) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.1524.FM.NE.ZS\",\"name\":\"Ratio
of female to male youth unemployment rate (% ages 15-24) (national estimate)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Ratio of female to male youth unemployment
is the percentage of female to male youth unemployment rates.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.1524.FM.ZS\",\"name\":\"Ratio
of female to male youth unemployment rate (% ages 15-24) (modeled ILO estimate)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Ratio of female to male youth unemployment
is the percentage of female to male youth unemployment rates.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.1524.MA.NE.ZS\",\"name\":\"Unemployment,
youth male (% of male labor force ages 15-24) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment. Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.1524.MA.ZS\",\"name\":\"Unemployment,
youth male (% of male labor force ages 15-24) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.1524.NE.ZS\",\"name\":\"Unemployment,
youth total (% of total labor force ages 15-24) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment. Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.1524.ZS\",\"name\":\"Unemployment,
youth total (% of total labor force ages 15-24) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Youth unemployment refers to the
share of the labor force ages 15-24 without work but available for and seeking
employment.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.LTRM.FE.ZS\",\"name\":\"Long-term
unemployment, female (% of female unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Long-term unemployment refers to
the number of people with continuous periods of unemployment extending for
a year or longer, expressed as a percentage of the total unemployed.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.LTRM.MA.ZS\",\"name\":\"Long-term
unemployment, male (% of male unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Long-term unemployment refers to
the number of people with continuous periods of unemployment extending for
a year or longer, expressed as a percentage of the total unemployed.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.LTRM.ZS\",\"name\":\"Long-term
unemployment (% of total unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Long-term unemployment refers to
the number of people with continuous periods of unemployment extending for
a year or longer, expressed as a percentage of the total unemployed.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.NEET.FE.ZS\",\"name\":\"Share of
youth not in education, employment, or training, female (% of female youth
population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Share
of youth not in education, employment or training (NEET) is the proportion
of young people who are not in education, employment, or training to the
population of the corresponding age group: youth (ages 15 to 24); persons
ages 15 to 29; or both age groups.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.NEET.MA.ZS\",\"name\":\"Share of
youth not in education, employment, or training, male (% of male youth population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of youth not in education,
employment or training (NEET) is the proportion of young people who are not
in education, employment, or training to the population of the corresponding
age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.NEET.ZS\",\"name\":\"Share of youth
not in education, employment, or training, total (% of youth population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of youth not in education,
employment or training (NEET) is the proportion of young people who are not
in education, employment, or training to the population of the corresponding
age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.PRIM.FE.ZS\",\"name\":\"Unemployment
with primary education, female (% of female unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female unemployment with primary
education is the share of the female unemployed who attained or completed
primary education as the highest level.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.PRIM.MA.ZS\",\"name\":\"Unemployment
with primary education, male (% of male unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male unemployment with primary
education is the share of the male unemployed who attained or completed primary
education as the highest level.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.PRIM.ZS\",\"name\":\"Unemployment
with primary education (% of total unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment with primary education
is the share of the total unemployed who attained or completed primary education
as the highest level.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.SECO.FE.ZS\",\"name\":\"Unemployment
with secondary education, female (% of female unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female unemployment with secondary
education is the share of the female unemployed who attained or completed
secondary education as the highest level.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.SECO.MA.ZS\",\"name\":\"Unemployment
with secondary education, male (% of male unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male unemployment with secondary
education is the share of the male unemployed who attained or completed secondary
education as the highest level.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.SECO.ZS\",\"name\":\"Unemployment
with secondary education (% of total unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment with secondary education
is the share of the total unemployed who attained or completed secondary education
as the highest level.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.TERT.FE.ZS\",\"name\":\"Unemployment
with tertiary education, female (% of female unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female unemployment with tertiary
education is the share of the female unemployed who attained or completed
tertiary education as the highest level.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.TERT.MA.ZS\",\"name\":\"Unemployment
with tertiary education, male (% of male unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Male unemployment with tertiary
education is the share of the male unemployed who attained or completed tertiary
education as the highest level.\",\"sourceOrganization\":\"International Labour
Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SL.UEM.TERT.ZS\",\"name\":\"Unemployment
with tertiary education (% of total unemployment)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment with tertiary education
is the share of the total unemployed who attained or completed tertiary education
as the highest level.\",\"sourceOrganization\":\"International Labour Organization,
Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.TOTL\",\"name\":\"Number of people
unemployed\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\",\"topics\":[]},{\"id\":\"SL.UEM.TOTL.FE.NE.ZS\",\"name\":\"Unemployment,
female (% of female labor force) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.
Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.TOTL.FE.ZS\",\"name\":\"Unemployment,
female (% of female labor force) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.UEM.TOTL.MA.NE.ZS\",\"name\":\"Unemployment,
male (% of male labor force) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.
Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.TOTL.MA.ZS\",\"name\":\"Unemployment,
male (% of male labor force) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SL.UEM.TOTL.NE.ZS\",\"name\":\"Unemployment, total
(% of total labor force) (national estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.
Definitions of labor force and unemployment differ by country.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.UEM.TOTL.ZS\",\"name\":\"Unemployment,
total (% of total labor force) (modeled ILO estimate)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unemployment refers to the share
of the labor force that is without work but available for and seeking employment.\",\"sourceOrganization\":\"International
Labour Organization, Key Indicators of the Labour Market database.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"10\",\"value\":\"Social Protection & Labor\"}]},{\"id\":\"SL.WAG.0714.FE.ZS\",\"name\":\"Children
in employment, wage workers, female (% of female children in employment, ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Wage
workers (also known as employees) are people who hold explicit (written or
oral) or implicit employment contracts that provide basic remuneration that
does not depend directly on the revenue of the unit for which they work.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.WAG.0714.MA.ZS\",\"name\":\"Children
in employment, wage workers, male (% of male children in employment, ages
7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Wage
workers (also known as employees) are people who hold explicit (written or
oral) or implicit employment contracts that provide basic remuneration that
does not depend directly on the revenue of the unit for which they work.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SL.WAG.0714.ZS\",\"name\":\"Children in
employment, wage workers (% of children in employment, ages 7-14)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wage workers (also known as employees)
are people who hold explicit (written or oral) or implicit employment contracts
that provide basic remuneration that does not depend directly on the revenue
of the unit for which they work.\",\"sourceOrganization\":\"Understanding
Children's Work project based on data from ILO, UNICEF and the World Bank.\",\"topics\":[{\"id\":\"10\",\"value\":\"Social
Protection & Labor\"}]},{\"id\":\"SM.EMI.TERT.ZS\",\"name\":\"Emigration rate
of tertiary educated (% of total tertiary educated population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Emigration rate of tertiary educated
shows the stock of emigrants ages 25 and older, residing in an OECD country
other than that in which they were born, with at least one year of tertiary
education as a percentage of the population age 25 and older with tertiary
education.\",\"sourceOrganization\":\"Fr\xE9d\xE9ric Docquier, B. Lindsay
Lowell, and Abdeslam Marfouk's , \\\"A Gendered Assessment of Highly Skilled
Emigration\\\" (2009).\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SM.POP.NETM\",\"name\":\"Net
migration\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Net
migration is the net total of migrants during the period, that is, the total
number of immigrants less the annual number of emigrants, including both citizens
and noncitizens. Data are five-year estimates.\",\"sourceOrganization\":\"United
Nations Population Division, World Population Prospects.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"2\",\"value\":\"Aid
Effectiveness \"}]},{\"id\":\"SM.POP.REFG\",\"name\":\"Refugee population
by country or territory of asylum\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Refugees are people who are recognized
as refugees under the 1951 Convention Relating to the Status of Refugees or
its 1967 Protocol, the 1969 Organization of African Unity Convention Governing
the Specific Aspects of Refugee Problems in Africa, people recognized as refugees
in accordance with the UNHCR statute, people granted refugee-like humanitarian
status, and people provided temporary protection. Asylum seekers--people who
have applied for asylum or refugee status and who have not yet received a
decision or who are registered as asylum seekers--are excluded. Palestinian
refugees are people (and their descendants) whose residence was Palestine
between June 1946 and May 1948 and who lost their homes and means of livelihood
as a result of the 1948 Arab-Israeli conflict. Country of asylum is the country
where an asylum claim was filed and granted.\",\"sourceOrganization\":\"United
Nations High Commissioner for Refugees (UNHCR), Statistical Yearbook and data
files, complemented by statistics on Palestinian refugees under the mandate
of the UNRWA as published on its website. Data from UNHCR are available online
at: www.unhcr.org\\/statistics\\/populationdatabase.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SM.POP.REFG.OR\",\"name\":\"Refugee
population by country or territory of origin\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Refugees are people who are recognized
as refugees under the 1951 Convention Relating to the Status of Refugees or
its 1967 Protocol, the 1969 Organization of African Unity Convention Governing
the Specific Aspects of Refugee Problems in Africa, people recognized as refugees
in accordance with the UNHCR statute, people granted refugee-like humanitarian
status, and people provided temporary protection. Asylum seekers--people who
have applied for asylum or refugee status and who have not yet received a
decision or who are registered as asylum seekers--are excluded. Palestinian
refugees are people (and their descendants) whose residence was Palestine
between June 1946 and May 1948 and who lost their homes and means of livelihood
as a result of the 1948 Arab-Israeli conflict. Country of origin generally
refers to the nationality or country of citizenship of a claimant.\",\"sourceOrganization\":\"United
Nations High Commissioner for Refugees (UNHCR), Statistical Yearbook and data
files, complemented by statistics on Palestinian refugees under the mandate
of the UNRWA as published on its website. Data from UNHCR are available online
at: www.unhcr.org\\/statistics\\/populationdatabase.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"15\",\"value\":\"Social Development \"}]},{\"id\":\"SM.POP.TOTL\",\"name\":\"International
migrant stock, total\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"International migrant stock is the number of
people born in a country other than that in which they live. It also includes
refugees. The data used to estimate the international migrant stock at a particular
time are obtained mainly from population censuses. The estimates are derived
from the data on foreign-born population--people who have residence in one
country but were born in another country. When data on the foreign-born population
are not available, data on foreign population--that is, people who are citizens
of a country other than the country in which they reside--are used as estimates.
After the breakup of the Soviet Union in 1991 people living in one of the
newly independent countries who were born in another were classified as international
migrants. Estimates of migrant stock in the newly independent states from
1990 on are based on the 1989 census of the Soviet Union. For countries with
information on the international migrant stock for at least two points in
time, interpolation or extrapolation was used to estimate the international
migrant stock on July 1 of the reference years. For countries with only one
observation, estimates for the reference years were derived using rates of
change in the migrant stock in the years preceding or following the single
observation available. A model was used to estimate migrants for countries
that had no data.\",\"sourceOrganization\":\"United Nations Population Division,
Trends in Total Migrant Stock: 2012 Revision.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SM.POP.TOTL.ZS\",\"name\":\"International
migrant stock (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International migrant stock is
the number of people born in a country other than that in which they live.
It also includes refugees. The data used to estimate the international migrant
stock at a particular time are obtained mainly from population censuses. The
estimates are derived from the data on foreign-born population--people who
have residence in one country but were born in another country. When data
on the foreign-born population are not available, data on foreign population--that
is, people who are citizens of a country other than the country in which they
reside--are used as estimates. After the breakup of the Soviet Union in 1991
people living in one of the newly independent countries who were born in another
were classified as international migrants. Estimates of migrant stock in the
newly independent states from 1990 on are based on the 1989 census of the
Soviet Union. For countries with information on the international migrant
stock for at least two points in time, interpolation or extrapolation was
used to estimate the international migrant stock on July 1 of the reference
years. For countries with only one observation, estimates for the reference
years were derived using rates of change in the migrant stock in the years
preceding or following the single observation available. A model was used
to estimate migrants for countries that had no data.\",\"sourceOrganization\":\"United
Nations Population Division, Trends in Total Migrant Stock: 2008 Revision.\",\"topics\":[{\"id\":\"7\",\"value\":\"Financial
Sector \"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.DEFC\",\"name\":\"Number
of people who are undernourished\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Food and Agriculture
Organization (http:\\/\\/www.fao.org\\/publications\\/en\\/).\",\"sourceOrganization\":\"Food
and Agriculture Organization (http:\\/\\/www.fao.org\\/publications\\/en\\/).\",\"topics\":[]},{\"id\":\"SN.ITK.DEFC.POP\",\"name\":\"Prevalence
of undernourishment (population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Population below minimum dietary
energy consumption is the population whose food intake is insufficient to
meet dietary energy requirements continuously. \",\"sourceOrganization\":\"Food
and Agriculture Organization (http:\\/\\/www.fao.org\\/faostat\\/foodsecurity\\/index_en.htm).\",\"topics\":[]},{\"id\":\"SN.ITK.DEFC.ZS\",\"name\":\"Prevalence
of undernourishment (% of population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population below minimum level
of dietary energy consumption (also referred to as prevalence of undernourishment)
shows the percentage of the population whose food intake is insufficient to
meet dietary energy requirements continuously. Data showing as 2.5 signifies
a prevalence of undernourishment below 2.5%.\",\"sourceOrganization\":\"Food
and Agriculture Organization (http:\\/\\/www.fao.org\\/publications\\/en\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.DFCT\",\"name\":\"Depth of the food deficit (kilocalories
per person per day)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"The depth of the food deficit indicates how
many calories would be needed to lift the undernourished from their status,
everything else being constant. The average intensity of food deprivation
of the undernourished, estimated as the difference between the average dietary
energy requirement and the average dietary energy consumption of the undernourished
population (food-deprived), is multiplied by the number of undernourished
to provide an estimate of the total food deficit in the country, which is
then normalized by the total population.\",\"sourceOrganization\":\"Food and
Agriculture Organization, Food Security Statistics.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.DPTH\",\"name\":\"Depth of hunger (kilocalories per
person per day)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Depth of hunger or the intensity of food deprivation,
indicates how much food-deprived people fall short of minimum food needs in
terms of dietary energy. The food deficit, in kilocalories per person per
day, is measured by comparing the average amount of dietary energy that undernourished
people get from the foods they eat with the minimum amount of dietary energy
they need to maintain body weight and undertake light activity. The depth
of hunger is low when it is less than 200 kilocalories per person per day,
and high when it is higher than 300 kilocalories per person per day.\",\"sourceOrganization\":\"Food
and Agriculture Organization, Food Security Statistics (http:\\/\\/www.fao.org\\/economic\\/ess\\/food-security-statistics\\/en\\/).\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.SALT.ZS\",\"name\":\"Consumption of iodized salt (%
of households)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Consumption
of iodized salt refers to the percentage of households that use edible salt
fortified with iodine.\",\"sourceOrganization\":\"United Nations Children's
Fund, State of the World's Children.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VAPP.Q1.ZS\",\"name\":\"Vitamin A supplements for postpartum
women (% of women with a birth): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for postpartum women: Percentage of women with a birth in the
five (two) years preceding the survey who received a vitamin A dose in the
first two months after delivery. The DHS surveys refer births in the five
years preceding the survey, and the MICS surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VAPP.Q2.ZS\",\"name\":\"Vitamin A supplements for postpartum
women (% of women with a birth): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for postpartum women: Percentage of women with a birth in the
five (two) years preceding the survey who received a vitamin A dose in the
first two months after delivery. The DHS surveys refer births in the five
years preceding the survey, and the MICS surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VAPP.Q3.ZS\",\"name\":\"Vitamin A supplements for postpartum
women (% of women with a birth): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for postpartum women: Percentage of women with a birth in the
five (two) years preceding the survey who received a vitamin A dose in the
first two months after delivery. The DHS surveys refer births in the five
years preceding the survey, and the MICS surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VAPP.Q4.ZS\",\"name\":\"Vitamin A supplements for postpartum
women (% of women with a birth): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for postpartum women: Percentage of women with a birth in the
five (two) years preceding the survey who received a vitamin A dose in the
first two months after delivery. The DHS surveys refer births in the five
years preceding the survey, and the MICS surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VAPP.Q5.ZS\",\"name\":\"Vitamin A supplements for postpartum
women (% of women with a birth): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for postpartum women: Percentage of women with a birth in the
five (two) years preceding the survey who received a vitamin A dose in the
first two months after delivery. The DHS surveys refer births in the five
years preceding the survey, and the MICS surveys refer births in the two years
preceding the survey.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.ITK.VITA.Q1.ZS\",\"name\":\"Vitamin A supplements for children
(% of children ages 6-59 months): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for children: Percentage of children aged 6-59 months who received
vitamin A supplements in the six months preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.VITA.Q2.ZS\",\"name\":\"Vitamin
A supplements for children (% of children ages 6-59 months): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for children: Percentage of children aged 6-59 months who received
vitamin A supplements in the six months preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.VITA.Q3.ZS\",\"name\":\"Vitamin
A supplements for children (% of children ages 6-59 months): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for children: Percentage of children aged 6-59 months who received
vitamin A supplements in the six months preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.VITA.Q4.ZS\",\"name\":\"Vitamin
A supplements for children (% of children ages 6-59 months): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for children: Percentage of children aged 6-59 months who received
vitamin A supplements in the six months preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.VITA.Q5.ZS\",\"name\":\"Vitamin
A supplements for children (% of children ages 6-59 months): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Vitamin
A supplements for children: Percentage of children aged 6-59 months who received
vitamin A supplements in the six months preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SN.ITK.VITA.ZS\",\"name\":\"Vitamin
A supplementation coverage rate (% of children ages 6-59 months)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Vitamin A supplementation refers
to the percentage of children ages 6-59 months old who received at least two
doses of vitamin A in the previous year.\",\"sourceOrganization\":\"United
Nations Children's Fund, State of the World's Children.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SN.SH.STA.MALN.ZS\",\"name\":\"Sub-National Malnutrition prevalence,
weight for age (% of children under 5)\",\"source\":{\"id\":\"5\",\"value\":\"Subnational
Malnutrition Database\"},\"sourceNote\":\"Prevalence of child malnutrition
is the percentage of children under age 5 whose weight for age is more than
two standard deviations below the median for the international reference population
ages 0-59 months. The data are based on the WHO's new child growth standards
released in 2006.\",\"sourceOrganization\":\"World Health Organization, Global
Database on Child Growth and Malnutrition. Country-level data are unadjusted
data from national surveys, and thus may not be comparable across countries.
Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[]},{\"id\":\"SN.SH.STA.OWGH.ZS\",\"name\":\"Sub-National
Prevalence of overweight (% of children under 5)\",\"source\":{\"id\":\"5\",\"value\":\"Subnational
Malnutrition Database\"},\"sourceNote\":\"Prevalence of overweight children
is the percentage of children under age 5 whose weight for height is more
than two standard deviations above the median for the international reference
population of the corresponding age as established by the WHO's new child
growth standards released in 2006.\",\"sourceOrganization\":\"World Health
Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries. Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[]},{\"id\":\"SN.SH.STA.STNT.ZS\",\"name\":\"Sub-National
Malnutrition prevalence, height for age (% of children under 5)\",\"source\":{\"id\":\"5\",\"value\":\"Subnational
Malnutrition Database\"},\"sourceNote\":\"Prevalence of child malnutrition
is the percentage of children under age 5 whose height for age (stunting)
is more than two standard deviations below the median for the international
reference population ages 0-59 months. For children up to two years old height
is measured by recumbent length. For older children height is measured by
stature while standing. The data are based on the WHO's new child growth standards
released in 2006.\",\"sourceOrganization\":\"World Health Organization, Global
Database on Child Growth and Malnutrition. Country-level data are unadjusted
data from national surveys, and thus may not be comparable across countries.
Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[]},{\"id\":\"SN.SH.STA.WAST.ZS\",\"name\":\"Sub-National
Prevalence of wasting (% of children under 5)\",\"source\":{\"id\":\"5\",\"value\":\"Subnational
Malnutrition Database\"},\"sourceNote\":\"Wasting prevalence is the proportion
of children under five whose weight for height is more than two standard deviations
below the median for the international reference population ages 0-59.\",\"sourceOrganization\":\"World
Health Organization, Global Database on Child Growth and Malnutrition. Country-level
data are unadjusted data from national surveys, and thus may not be comparable
across countries. Adjusted, comparable data are available at http:\\/\\/www.who.int\\/nutgrowthdb\\/en.
Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset
(adjusted, comparable data) and methodology.\",\"topics\":[]},{\"id\":\"SN.SH.SVR.WAST.ZS\",\"name\":\"Sub-National
Prevalence of severe wasting, weight for height (% of children under 5)\",\"source\":{\"id\":\"5\",\"value\":\"Subnational
Malnutrition Database\"},\"sourceNote\":\"Yet to receive metadata\",\"sourceOrganization\":\"Yet
to receive metadata\",\"topics\":[]},{\"id\":\"SORGHUM\",\"name\":\"Sorghum,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Sorghum (US), no. 2 milo yellow, f.o.b.
Gulf ports\",\"sourceOrganization\":\"US Department of Agriculture; World
Bank.\",\"topics\":[]},{\"id\":\"SOYBEAN_MEAL\",\"name\":\"Soybean meal, $\\/mt,
current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor (GEM)
Commodities\"},\"sourceNote\":\"Soybean meal (any origin), Argentine 45\\/46%
extraction, c.i.f. Rotterdam beginning 1990; previously US 44%\",\"sourceOrganization\":\"ISTA
Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"SOYBEAN_OIL\",\"name\":\"Soybean
oil, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Soybean oil (Any origin), crude,
f.o.b. ex-mill Netherlands\",\"sourceOrganization\":\"ISTA Mielke GmbH, Oil
World; US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"SOYBEANS\",\"name\":\"Soybeans,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Soybeans (US), c.i.f. Rotterdam\",\"sourceOrganization\":\"ISTA
Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\",\"topics\":[]},{\"id\":\"SP.ADO.TFRT\",\"name\":\"Adolescent
fertility rate (births per 1,000 women ages 15-19)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adolescent fertility rate is the
number of births per 1,000 women ages 15-19.\",\"sourceOrganization\":\"United
Nations Population Division, World Population Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SP.DTH.INFR.ZS\",\"name\":\"Completeness of infant
death reporting (% of reported infant deaths to estimated infant deaths)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Completeness of infant death reporting
is the number of infant deaths reported by national statistics authorities
to the United Nations Statistics Division's Demography Yearbook divided by
the number of infant deaths estimated by the United Nations Population Division.\",\"sourceOrganization\":\"The
United Nations Statistics Division's Population and Vital Statistics Report
and the United Nations Population Division's World Population Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DTH.REPT.ZS\",\"name\":\"Completeness of total death reporting
(% of reported total deaths to estimated total deaths)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Completeness of total death reporting
is the number of total deaths reported by national statistics authorities
to the United Nations Statistics Division's Demography Yearbook divided by
the number of total deaths estimated by the United Nations Population Division.\",\"sourceOrganization\":\"The
United Nations Statistics Division's Population and Vital Statistics Report
and the United Nations Population Division's World Population Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.1ANTE.ZS\",\"name\":\"Antenatal care coverage provided
by a skilled health provider, at least one visit (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Antenatal care coverage (at least
one visit) is the percentage of women aged 15-49 with a live birth in a given
time period that received antenatal care provided by skilled health personnel
(doctors, nurses, or midwives) at least once during pregnancy, as a percentage
of women age 15-49 years with a live birth in a given time period. A skilled
health worker\\/attendant is an accredited health professional - such as a
midwife, doctor or nurse - who has been educated and trained to proficiency
in the skills needed to manage normal (uncomplicated) pregnancies, childbirth
and the immediate postnatal period, and in the identification, management
and referral of complications in women and newborns. Both trained and untrained
traditional birth attendants (TBA) are excluded. \",\"sourceOrganization\":\"http:\\/\\/www.who.int\\/reproductive-health\\/global_monitoring\\/index.html\",\"topics\":[]},{\"id\":\"SP.DYN.4ANTE.ZS\",\"name\":\"Antenatal
care coverage provided by any provider (skilled or unskilled), at least four
visits (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Antenatal
care coverage (at least four visits) is the percentage of women aged 15-49
with a live birth in a given time period that received antenatal care four
or more times with ANY provider (whether skilled or unskilled), as a percentage
of women age 15-49 years with a live birth in a given time period. \",\"sourceOrganization\":\"http:\\/\\/www.who.int\\/reproductive-health\\/global_monitoring\\/index.html\",\"topics\":[]},{\"id\":\"SP.DYN.AMRT.FE\",\"name\":\"Mortality
rate, adult, female (per 1,000 female adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adult mortality rate is the probability
of dying between the ages of 15 and 60--that is, the probability of a 15-year-old
dying before reaching age 60, if subject to age-specific mortality rates of
the specified year between those ages.\",\"sourceOrganization\":\"(1) United
Nations Population Division. World Population Prospects. New York, United
Nations, Department of Economic and Social Affairs (advanced Excel tables).
Available at http:\\/\\/esa.un.org\\/wpp\\/unpp\\/panel_population.htm, (2)
University of California, Berkeley, and Max Planck Institute for Demographic
Research. Human Mortality Database. [ www.mortality.org or www.humanmortality.de].\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.AMRT.MA\",\"name\":\"Mortality
rate, adult, male (per 1,000 male adults)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Adult mortality rate is the probability
of dying between the ages of 15 and 60--that is, the probability of a 15-year-old
dying before reaching age 60, if subject to age-specific mortality rates of
the specified year between those ages.\",\"sourceOrganization\":\"(1) United
Nations Population Division. World Population Prospects. New York, United
Nations, Department of Economic and Social Affairs (advanced Excel tables).
Available at http:\\/\\/esa.un.org\\/wpp\\/unpp\\/panel_population.htm, (2)
University of California, Berkeley, and Max Planck Institute for Demographic
Research. Human Mortality Database. [ www.mortality.org or www.humanmortality.de].\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.CBRT.IN\",\"name\":\"Birth
rate, crude (per 1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Crude birth rate indicates the
number of live births occurring during the year, per 1,000 population estimated
at midyear. Subtracting the crude death rate from the crude birth rate provides
the rate of natural increase, which is equal to the rate of population change
in the absence of migration.\",\"sourceOrganization\":\"(1) United Nations
Population Division. World Population Prospects, (2) Census reports and other
statistical publications from national statistical offices, (3) Eurostat:
Demographic Statistics, (4) United Nations Statistical Division. Population
and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International
Database, and (6) Secretariat of the Pacific Community: Statistics and Demography
Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CDRT.IN\",\"name\":\"Death
rate, crude (per 1,000 people)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Crude death rate indicates the
number of deaths occurring during the year, per 1,000 population estimated
at midyear. Subtracting the crude death rate from the crude birth rate provides
the rate of natural increase, which is equal to the rate of population change
in the absence of migration.\",\"sourceOrganization\":\"(1) United Nations
Population Division. World Population Prospects, (2) Census reports and other
statistical publications from national statistical offices, (3) Eurostat:
Demographic Statistics, (4) United Nations Statistical Division. Population
and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International
Database, and (6) Secretariat of the Pacific Community: Statistics and Demography
Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CEBN.Q1\",\"name\":\"Mean
number of children ever born to women aged 40-49: Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
number of children ever born to women aged 40-49: Mean number of children
ever born (CEB) to women aged 40-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CEBN.Q2\",\"name\":\"Mean
number of children ever born to women aged 40-49: Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
number of children ever born to women aged 40-49: Mean number of children
ever born (CEB) to women aged 40-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CEBN.Q3\",\"name\":\"Mean
number of children ever born to women aged 40-49: Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
number of children ever born to women aged 40-49: Mean number of children
ever born (CEB) to women aged 40-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CEBN.Q4\",\"name\":\"Mean
number of children ever born to women aged 40-49: Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
number of children ever born to women aged 40-49: Mean number of children
ever born (CEB) to women aged 40-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CEBN.Q5\",\"name\":\"Mean
number of children ever born to women aged 40-49: Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Mean
number of children ever born to women aged 40-49: Mean number of children
ever born (CEB) to women aged 40-49 years.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.Q1.ZS\",\"name\":\"Current
use of contraception (modern method) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.Q2.ZS\",\"name\":\"Current
use of contraception (modern method) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.Q3.ZS\",\"name\":\"Current
use of contraception (modern method) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.Q4.ZS\",\"name\":\"Current
use of contraception (modern method) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.Q5.ZS\",\"name\":\"Current
use of contraception (modern method) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONM.ZS\",\"name\":\"Contraceptive
prevalence, modern methods (% of women ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Contraceptive prevalence rate is
the percentage of women who are practicing, or whose sexual partners are practicing,
at least one modern method of contraception. It is usually measured for women
ages 15-49 who are married or in union. Modern methods of contraception include
female and male sterilization, oral hormonal pills, the intra-uterine device
(IUD), the male condom, injectables, the implant (including Norplant), vaginal
barrier methods, the female condom and emergency contraception.\",\"sourceOrganization\":\"Household
surveys, including Demographic and Health Surveys and Multiple Indicator Cluster
Surveys. Largely compiled by United Nations Population Division.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.CONU.CDM.ZS\",\"name\":\"Contraceptive use among married
women 15-49 years old, condom (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Contraceptive prevalence, condom
use is the percentage of women married or in-union aged 15 to 49, whose sexual
partner is currently using a male condom for contraceptive purposes. \",\"sourceOrganization\":\"Household
surveys, including Demographic and Health Surveys by Macro International and
Multiple Indicator Cluster Surveys by UNICEF.\",\"topics\":[]},{\"id\":\"SP.DYN.CONU.MDN.ZS\",\"name\":\"Contraceptive
use among married women 15-49 years old, modern method (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Contraceptive prevalence, modern
methods is the percentage of women married or in-union aged 15 to 49 who are
currently using, or whose sexual partner is using, at least one modern method
of contraception, regardless of the method used. Modern methods of contraception
include female and male sterilization, oral hormonal pills, the intra-uterine
device (IUD), the male condom, injectables, the implant (including Norplant),
vaginal barrier methods, the female condom and emergency contraception. \",\"sourceOrganization\":\"Household
surveys, including Demographic and Health Surveys by Macro International and
Multiple Indicator Cluster Surveys by UNICEF.\",\"topics\":[]},{\"id\":\"SP.DYN.CONU.Q1.ZS\",\"name\":\"Current
use of contraception (any method) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONU.Q2.ZS\",\"name\":\"Current
use of contraception (any method) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONU.Q3.ZS\",\"name\":\"Current
use of contraception (any method) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONU.Q4.ZS\",\"name\":\"Current
use of contraception (any method) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONU.Q5.ZS\",\"name\":\"Current
use of contraception (any method) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Current
use of contraception: Percentage of currently married women who are using
or whose partners are using any method of contraception and modern method
of contraception. Modern method includes female sterilization, male sterilization,
pill, IUD, injections, implants, male condom, female condom, diaphragm, foam,
and jelly. Traditional method includes periodic abstinence, withdrawal, long
term abstinence, folk method, and others.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.CONU.ZS\",\"name\":\"Contraceptive
prevalence, any methods (% of women ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Contraceptive prevalence rate is
the percentage of women who are practicing, or whose sexual partners are practicing,
any form of contraception. It is usually measured for women ages 15-49 who
are married or in union.\",\"sourceOrganization\":\"UNICEF's State of the
World's Children and Childinfo, United Nations Population Division's World
Contraceptive Use, household surveys including Demographic and Health Surveys
and Multiple Indicator Cluster Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.IMRT.FE.IN\",\"name\":\"Mortality
rate, infant, female (per 1,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Infant mortality rate, female is
the number of female infants dying before reaching one year of age, per 1,000
female live births in a given year.\",\"sourceOrganization\":\"Estimates developed
by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO,
World Bank, UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.IMRT.IN\",\"name\":\"Mortality rate, infant (per 1,000
live births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Infant
mortality rate is the number of infants dying before reaching one year of
age, per 1,000 live births in a given year.\",\"sourceOrganization\":\"Estimates
Developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF,
WHO, World Bank, UN DESA Population Division) at www.childmortality.org. Projected
data are from the United Nations Population Division's World Population Prospects;
and may in some cases not be consistent with data before the current year.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.IMRT.MA.IN\",\"name\":\"Mortality rate, infant, male
(per 1,000 live births)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Infant mortality rate, male is the number of
male infants dying before reaching one year of age, per 1,000 male live births
in a given year.\",\"sourceOrganization\":\"Estimates developed by the UN
Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank,
UN DESA Population Division) at www.childmortality.org.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.IMRT.Q1\",\"name\":\"Infant mortality rate (per 1,000
live births): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Infant mortality
rate: Number of deaths to children under age twelve months per 1000 live births,
based on experience during the reference period before the survey. The reference
period is ten years preceding the survey for DHS surveys, and the reference
period varies for MICS surveys (often three to five years preceding the survey).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.IMRT.Q2\",\"name\":\"Infant
mortality rate (per 1,000 live births): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Infant
mortality rate: Number of deaths to children under age twelve months per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.IMRT.Q3\",\"name\":\"Infant mortality rate (per 1,000
live births): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Infant mortality
rate: Number of deaths to children under age twelve months per 1000 live births,
based on experience during the reference period before the survey. The reference
period is ten years preceding the survey for DHS surveys, and the reference
period varies for MICS surveys (often three to five years preceding the survey).\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.IMRT.Q4\",\"name\":\"Infant
mortality rate (per 1,000 live births): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Infant
mortality rate: Number of deaths to children under age twelve months per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.IMRT.Q5\",\"name\":\"Infant mortality rate (per 1,000
live births): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Infant
mortality rate: Number of deaths to children under age twelve months per 1000
live births, based on experience during the reference period before the survey.
The reference period is ten years preceding the survey for DHS surveys, and
the reference period varies for MICS surveys (often three to five years preceding
the survey).\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.DYN.LE00.FE.IN\",\"name\":\"Life expectancy at birth, female
(years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Life
expectancy at birth indicates the number of years a newborn infant would live
if prevailing patterns of mortality at the time of its birth were to stay
the same throughout its life.\",\"sourceOrganization\":\"(1) United Nations
Population Division. World Population Prospects, (2) Census reports and other
statistical publications from national statistical offices, (3) Eurostat:
Demographic Statistics, (4) United Nations Statistical Division. Population
and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International
Database, and (6) Secretariat of the Pacific Community: Statistics and Demography
Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SP.DYN.LE00.IN\",\"name\":\"Life expectancy at
birth, total (years)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Life expectancy at birth indicates the number
of years a newborn infant would live if prevailing patterns of mortality at
the time of its birth were to stay the same throughout its life.\",\"sourceOrganization\":\"Derived
from male and female life expectancy at birth from sources such as: (1) United
Nations Population Division. World Population Prospects, (2) Census reports
and other statistical publications from national statistical offices, (3)
Eurostat: Demographic Statistics, (4) United Nations Statistical Division.
Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau:
International Database, and (6) Secretariat of the Pacific Community: Statistics
and Demography Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.LE00.MA.IN\",\"name\":\"Life
expectancy at birth, male (years)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Life expectancy at birth indicates
the number of years a newborn infant would live if prevailing patterns of
mortality at the time of its birth were to stay the same throughout its life.\",\"sourceOrganization\":\"(1)
United Nations Population Division. World Population Prospects, (2) Census
reports and other statistical publications from national statistical offices,
(3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division.
Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau:
International Database, and (6) Secretariat of the Pacific Community: Statistics
and Demography Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"},{\"id\":\"15\",\"value\":\"Social
Development \"}]},{\"id\":\"SP.DYN.LE60.FE.IN\",\"name\":\"Life expectancy
at age 60, female\",\"source\":{\"id\":\"14\",\"value\":\"Gender Statistics\"},\"sourceNote\":\"Life
expectancy at age 60, female is the average number of years that a female
at age 60 would live if prevailing patterns of mortality at the time of age
60 were to stay the same throughout her life.\",\"sourceOrganization\":\"United
Nations Population Division World Population Prospects\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.LE60.MA.IN\",\"name\":\"Life
expectancy at age 60, male\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Life expectancy at age 60, male is the average
number of years that a male at age 60 would live if prevailing patterns of
mortality at the time of age 60 were to stay the same throughout his life.\",\"sourceOrganization\":\"United
Nations Population Division World Population Prospects\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.TFRT.IN\",\"name\":\"Fertility
rate, total (births per woman)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total fertility rate represents
the number of children that would be born to a woman if she were to live to
the end of her childbearing years and bear children in accordance with age-specific
fertility rates of the specified year.\",\"sourceOrganization\":\"(1) United
Nations Population Division. World Population Prospects, (2) Census reports
and other statistical publications from national statistical offices, (3)
Eurostat: Demographic Statistics, (4) United Nations Statistical Division.
Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau:
International Database, and (6) Secretariat of the Pacific Community: Statistics
and Demography Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.TFRT.Q1\",\"name\":\"
Total fertility rate (TFR) (births per woman): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
fertility rate (TFR): The number of children that would be born to a woman
if she were to live to the end of her childbearing years and bear children
in accordance with age-specific fertility rates currently observed. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.TFRT.Q2\",\"name\":\"
Total fertility rate (TFR) (births per woman): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
fertility rate (TFR): The number of children that would be born to a woman
if she were to live to the end of her childbearing years and bear children
in accordance with age-specific fertility rates currently observed. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.TFRT.Q3\",\"name\":\"
Total fertility rate (TFR) (births per woman): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
fertility rate (TFR): The number of children that would be born to a woman
if she were to live to the end of her childbearing years and bear children
in accordance with age-specific fertility rates currently observed. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.TFRT.Q4\",\"name\":\"
Total fertility rate (TFR) (births per woman): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
fertility rate (TFR): The number of children that would be born to a woman
if she were to live to the end of her childbearing years and bear children
in accordance with age-specific fertility rates currently observed. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.TFRT.Q5\",\"name\":\"
Total fertility rate (TFR) (births per woman): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
fertility rate (TFR): The number of children that would be born to a woman
if she were to live to the end of her childbearing years and bear children
in accordance with age-specific fertility rates currently observed. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.TO65.FE.ZS\",\"name\":\"Survival
to age 65, female (% of cohort)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Survival to age 65 refers to the
percentage of a cohort of newborn infants that would survive to age 65, if
subject to age specific mortality rates of the specified year.\",\"sourceOrganization\":\"United
Nations Population Division. World Population Prospects. New York, United
Nations, Department of Economic and Social Affairs (advanced Excel tables).
Available at http:\\/\\/esa.un.org\\/wpp\\/unpp\\/panel_population.htm.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.TO65.MA.ZS\",\"name\":\"Survival
to age 65, male (% of cohort)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Survival to age 65 refers to the
percentage of a cohort of newborn infants that would survive to age 65, if
subject to age specific mortality rates of the specified year.\",\"sourceOrganization\":\"United
Nations Population Division. World Population Prospects. New York, United
Nations, Department of Economic and Social Affairs (advanced Excel tables).
Available at http:\\/\\/esa.un.org\\/wpp\\/unpp\\/panel_population.htm.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.WFRT\",\"name\":\"Wanted
fertility rate (births per woman)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Wanted fertility rate is an estimate
of what the total fertility rate would be if all unwanted births were avoided.\",\"sourceOrganization\":\"Demographic
and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.DYN.WFRT.Q1\",\"name\":\"Total
wanted fertility rate (births per woman): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
wanted fertility rate: Total wanted fertility rate is an estimate what the
total fertility rate would be if all unwanted births were avoided. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.WFRT.Q2\",\"name\":\"Total
wanted fertility rate (births per woman): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
wanted fertility rate: Total wanted fertility rate is an estimate what the
total fertility rate would be if all unwanted births were avoided. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.WFRT.Q3\",\"name\":\"Total
wanted fertility rate (births per woman): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
wanted fertility rate: Total wanted fertility rate is an estimate what the
total fertility rate would be if all unwanted births were avoided. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.WFRT.Q4\",\"name\":\"Total
wanted fertility rate (births per woman): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
wanted fertility rate: Total wanted fertility rate is an estimate what the
total fertility rate would be if all unwanted births were avoided. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.DYN.WFRT.Q5\",\"name\":\"Total
wanted fertility rate (births per woman): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Total
wanted fertility rate: Total wanted fertility rate is an estimate what the
total fertility rate would be if all unwanted births were avoided. The reference
period is three years preceding the survey.\",\"sourceOrganization\":\"Household
Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.HOU.FEMA.ZS\",\"name\":\"Female
headed households (% of households with a female head)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Female headed households shows
the percentage of households with a female head.\",\"sourceOrganization\":\"Demographic
and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.M18.2024.FE.ZS\",\"name\":\"Women
who were first married by age 18 (% of women ages 20-24)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Women who were first married by
age 18 refers to the percentage of women ages 20-24 who were first married
by age 18.\",\"sourceOrganization\":\"Demographic and Health Surveys (DHS),
Multiple Indicator Cluster Surveys (MICS), AIDS Indicator Surveys(AIS), Reproductive
Health Survey(RHS), and other household surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.MTR.1519.Q1.ZS\",\"name\":\"Teenage pregnancy and motherhood
(% of women ages 15-19 who have had children or are currently pregnant): Q1
(lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition and Population
Statistics by Wealth Quintile\"},\"sourceNote\":\"Teenage pregnancy and motherhood:
Percentage of women aged 15-19 years who are mothers or pregnant with their
first child.\",\"sourceOrganization\":\"Household Surveys (DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.MTR.1519.Q2.ZS\",\"name\":\"Teenage pregnancy and motherhood
(% of women ages 15-19 who have had children or are currently pregnant): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Teenage
pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers
or pregnant with their first child.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.MTR.1519.Q3.ZS\",\"name\":\"Teenage
pregnancy and motherhood (% of women ages 15-19 who have had children or are
currently pregnant): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Teenage pregnancy
and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant
with their first child.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.MTR.1519.Q4.ZS\",\"name\":\"Teenage
pregnancy and motherhood (% of women ages 15-19 who have had children or are
currently pregnant): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health Nutrition
and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Teenage pregnancy
and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant
with their first child.\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.MTR.1519.Q5.ZS\",\"name\":\"Teenage
pregnancy and motherhood (% of women ages 15-19 who have had children or are
currently pregnant): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"Teenage
pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers
or pregnant with their first child.\",\"sourceOrganization\":\"Household Surveys
(DHS, MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.MTR.1519.ZS\",\"name\":\"Teenage
mothers (% of women ages 15-19 who have had children or are currently pregnant)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Teenage mothers are the percentage
of women ages 15-19 who already have children or are currently pregnant.\",\"sourceOrganization\":\"Demographic
and Health Surveys.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"},{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.POP.0004.FE\",\"name\":\"Female
population 00-04\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Female population between the
ages 0 to 4.\",\"sourceOrganization\":\"World Bank staff estimates using the
World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0004.FE.5Y\",\"name\":\"Population
ages 0-4, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
0 to 4 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0004.MA\",\"name\":\"Male population
00-04\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 0 to 4.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0004.MA.5Y\",\"name\":\"Population
ages 0-4, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
0 to 4 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0014.FE.IN\",\"name\":\"Population
ages 0-14, female\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Female population between the ages 0 to 14.
Population is based on the de facto definition of population, which counts
all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and age distributions
of the United Nations Population Division's World Population Prospects. The
World Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0014.FE.ZS\",\"name\":\"Population ages 0-14, female
(% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Female
population between the ages 0 to 14 as a percentage of the total female population.
Population is based on the de facto definition of population.\",\"sourceOrganization\":\"The
United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0014.MA.IN\",\"name\":\"Population,
ages 0-14, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Male population between the ages 0 to 14. 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 the country of origin.\",\"sourceOrganization\":\"World Bank
staff estimates using the World Bank's population and the United Nations Population
Division's World Population Prospects. The World Bank's population estimates
are from various sources including the United Nations Population Division's
World P\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0014.MA.ZS\",\"name\":\"Population
ages 0-14, male (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
0 to 14 as a percentage of the total male population. Population is based
on the de facto definition of population.\",\"sourceOrganization\":\"The United
Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0014.TO\",\"name\":\"Population,
ages 0-14, total\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total population between the ages 0 to 14.
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 the country of origin.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and the United Nations
Population Division's World Population Prospects. The World Bank's population
estimates are from various sources including the United Nations Population
Division's World P\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0014.TO.ZS\",\"name\":\"Population
ages 0-14 (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Population between the ages 0 to 14 as a percentage
of the total population. Population is based on the de facto definition of
population.\",\"sourceOrganization\":\"World Bank staff estimates based on
age distributions of United Nations Population Division's World Population
Prospects.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"},{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.0024.TO.ZS\",\"name\":\"Population 0-24 (% of total
population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Population
ages 0 to 24 is the percentage of the total population that is in the age
group 0 to 24. \",\"sourceOrganization\":\"World Bank staff estimates from
various sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.0305.FE.UN\",\"name\":\"Population,
ages 3-5, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 3-5, female is the total number of females age 3-5.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0305.MA.UN\",\"name\":\"Population, ages 3-5, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 3-5, male is the total number
of males age 3-5.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0305.TO.UN\",\"name\":\"Population,
ages 3-5, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 3-5, total is the total population age 3-5.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0406.FE.UN\",\"name\":\"Population, ages 4-6, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 4-6, female is the total number
of females age 4-6.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0406.MA.UN\",\"name\":\"Population,
ages 4-6, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 4-6, male is the total number of males age 4-6.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0406.TO.UN\",\"name\":\"Population, ages 4-6, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 4-6, total is the total population
age 4-6.\",\"sourceOrganization\":\"UNESCO Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0509.FE\",\"name\":\"Female population 05-09\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Female population
between the ages 5 to 9.\",\"sourceOrganization\":\"World Bank staff estimates
using the World Bank's total population and age distributions of the United
Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0509.FE.5Y\",\"name\":\"Population
ages 5-9, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
5 to 9 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0509.FE.UN\",\"name\":\"Population,
ages 5-9, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 5-9, female is the total number of females age 5-9.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0509.MA\",\"name\":\"Male population 05-09\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Male population between
the ages 5 to 9.\",\"sourceOrganization\":\"World Bank staff estimates using
the World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0509.MA.5Y\",\"name\":\"Population
ages 5-9, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
5 to 9 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.0509.MA.UN\",\"name\":\"Population,
ages 5-9, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 5-9, male is the total number of males age 5-9.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0509.TO.UN\",\"name\":\"Population, ages 5-9, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 5-9, total is the total population
age 5-9.\",\"sourceOrganization\":\"UNESCO Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0510.FE.UN\",\"name\":\"Population, ages 5-10, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 5-10, female is the total
number of females age 5-10.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0510.MA.UN\",\"name\":\"Population,
ages 5-10, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 5-10, male is the total number of males age 5-10.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0510.TO.UN\",\"name\":\"Population, ages 5-10, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 5-10, total is the total population
age 5-10.\",\"sourceOrganization\":\"UNESCO Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0511.FE.UN\",\"name\":\"Population, ages 5-11, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 5-11, female is the total
number of females age 5-11.\",\"sourceOrganization\":\"UNESCO Institute for
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of males age 6-9.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
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ages 6-9, total is the total population age 6-9.\",\"sourceOrganization\":\"UNESCO
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of females age 6-9.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
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ages 6-10, female is the total number of females age 6-10.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
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number of females age 6-11.\",\"sourceOrganization\":\"UNESCO Institute for
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Statistics\"},\"sourceNote\":\"Population, ages 6-12, female is the total
number of females age 6-12.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0612.MA.UN\",\"name\":\"Population,
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ages 6-12, male is the total number of males age 6-12.\",\"sourceOrganization\":\"UNESCO
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of females age 7-9.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0709.MA.UN\",\"name\":\"Population,
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ages 7-9, male is the total number of males age 7-9.\",\"sourceOrganization\":\"UNESCO
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\"}]},{\"id\":\"SP.POP.0710.FE.UN\",\"name\":\"Population, ages 7-10, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 7-10, female is the total
number of females age 7-10.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0710.MA.UN\",\"name\":\"Population,
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ages 7-10, male is the total number of males age 7-10.\",\"sourceOrganization\":\"UNESCO
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\"}]},{\"id\":\"SP.POP.0710.TO.UN\",\"name\":\"Population, ages 7-10, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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\"}]},{\"id\":\"SP.POP.0711.FE.UN\",\"name\":\"Population, ages 7-11, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 7-11, female is the total
number of females age 7-11.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0711.MA.UN\",\"name\":\"Population,
ages 7-11, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 7-11, male is the total number of males age 7-11.\",\"sourceOrganization\":\"UNESCO
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\"}]},{\"id\":\"SP.POP.0711.TO.UN\",\"name\":\"Population, ages 7-11, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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Statistics\"},\"sourceNote\":\"Population, ages 7-12, female is the total
number of females age 7-12.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0712.MA.UN\",\"name\":\"Population,
ages 7-12, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 7-12, male is the total number of males age 7-12.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0712.TO.UN\",\"name\":\"Population, ages 7-12, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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age 7-12.\",\"sourceOrganization\":\"UNESCO Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0713.FE.UN\",\"name\":\"Population, ages 7-13, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 7-13, female is the total
number of females age 7-13.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.0713.MA.UN\",\"name\":\"Population,
ages 7-13, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 7-13, male is the total number of males age 7-13.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.0713.TO.UN\",\"name\":\"Population, ages 7-13, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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age 7-13.\",\"sourceOrganization\":\"UNESCO Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
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Nutrition and Population Statistics\"},\"sourceNote\":\"Female population
between the ages 10 to 14.\",\"sourceOrganization\":\"World Bank staff estimates
using the World Bank's total population and age distributions of the United
Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1014.FE.5Y\",\"name\":\"Population
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Development Indicators\"},\"sourceNote\":\"Female population between the ages
10 to 14 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1014.FE.UN\",\"name\":\"Population,
ages 10-14, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 10-14, female is the total number of females age 10-14.\",\"sourceOrganization\":\"UNESCO
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\"}]},{\"id\":\"SP.POP.1014.MA\",\"name\":\"Male population 10-14\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Male population between
the ages 10 to 14.\",\"sourceOrganization\":\"World Bank staff estimates using
the World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1014.MA.5Y\",\"name\":\"Population
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Development Indicators\"},\"sourceNote\":\"Male population between the ages
10 to 14 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1014.MA.UN\",\"name\":\"Population,
ages 10-14, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 10-14, male is the total number of males age 10-14.\",\"sourceOrganization\":\"UNESCO
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\"}]},{\"id\":\"SP.POP.1014.TO.UN\",\"name\":\"Population, ages 10-14, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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population age 10-14.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1015.FE.UN\",\"name\":\"Population,
ages 10-15, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 10-15, female is the total number of females age 10-15.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1015.MA.UN\",\"name\":\"Population, ages 10-15, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
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of males age 10-15.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1015.TO.UN\",\"name\":\"Population,
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ages 10-15, total is the total population age 10-15.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1016.FE.UN\",\"name\":\"Population, ages 10-16, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
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number of females age 10-16.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1016.MA.UN\",\"name\":\"Population,
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ages 10-16, male is the total number of males age 10-16.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1016.TO.UN\",\"name\":\"Population, ages 10-16, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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population age 10-16.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1017.FE.UN\",\"name\":\"Population,
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ages 10-17, female is the total number of females age 10-17.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1017.MA.UN\",\"name\":\"Population, ages 10-17, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
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of males age 10-17.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
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Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1018.FE.UN\",\"name\":\"Population, ages 10-18, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
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number of females age 10-18.\",\"sourceOrganization\":\"UNESCO Institute for
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\"}]},{\"id\":\"SP.POP.1018.TO.UN\",\"name\":\"Population, ages 10-18, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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number of females age 11-16.\",\"sourceOrganization\":\"UNESCO Institute for
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number of females age 12-16.\",\"sourceOrganization\":\"UNESCO Institute for
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number of females age 12-18.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1218.MA.UN\",\"name\":\"Population,
ages 12-18, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 12-18, male is the total number of males age 12-18.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1218.TO.UN\",\"name\":\"Population, ages 12-18, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 12-18, total is the total
population age 12-18.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1316.FE.UN\",\"name\":\"Population,
ages 13-16, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-16, female is the total number of females age 13-16.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1316.MA.UN\",\"name\":\"Population, ages 13-16, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-16, male is the total number
of males age 13-16.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1316.TO.UN\",\"name\":\"Population,
ages 13-16, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-16, total is the total population age 13-16.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1317.FE.UN\",\"name\":\"Population, ages 13-17, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-17, female is the total
number of females age 13-17.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1317.MA.UN\",\"name\":\"Population,
ages 13-17, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-17, male is the total number of males age 13-17.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1317.TO.UN\",\"name\":\"Population, ages 13-17, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-17, total is the total
population age 13-17.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1318.FE.UN\",\"name\":\"Population,
ages 13-18, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-18, female is the total number of females age 13-18.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1318.MA.UN\",\"name\":\"Population, ages 13-18, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-18, male is the total number
of males age 13-18.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1318.TO.UN\",\"name\":\"Population,
ages 13-18, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-18, total is the total population age 13-18.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1319.FE.UN\",\"name\":\"Population, ages 13-19, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-19, female is the total
number of females age 13-19.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1319.MA.UN\",\"name\":\"Population,
ages 13-19, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 13-19, male is the total number of males age 13-19.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1319.TO.UN\",\"name\":\"Population, ages 13-19, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 13-19, total is the total
population age 13-19.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1418.FE.UN\",\"name\":\"Population,
ages 14-18, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 14-18, female is the total number of females age 14-18.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1418.MA.UN\",\"name\":\"Population, ages 14-18, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 14-18, male is the total number
of males age 14-18.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1418.TO.UN\",\"name\":\"Population,
ages 14-18, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 14-18, total is the total population age 14-18.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1419.FE.UN\",\"name\":\"Population, ages 14-19, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 14-19, female is the total
number of females age 14-19.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1419.MA.UN\",\"name\":\"Population,
ages 14-19, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 14-19, male is the total number of males age 14-19.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1419.TO.UN\",\"name\":\"Population, ages 14-19, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 14-19, total is the total
population age 14-19.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1519.FE\",\"name\":\"Female
population 15-19\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Female population between the
ages 15-19.\",\"sourceOrganization\":\"World Bank staff estimates using the
World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1519.FE.5Y\",\"name\":\"Population
ages 15-19, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
15 to 19 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1519.MA\",\"name\":\"Male population
15-19\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 15-19.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1519.MA.5Y\",\"name\":\"Population
ages 15-19, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
15 to 19 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1524.FE.UN\",\"name\":\"Population,
ages 15-24, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 15-24, female is the total number of females age 15-24.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1524.MA.UN\",\"name\":\"Population, ages 15-24, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, ages 15-24, male is the total number
of males age 15-24.\",\"sourceOrganization\":\"UNESCO Institute for Statistics
(Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.1524.TO.UN\",\"name\":\"Population,
ages 15-24, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
ages 15-24, total is the total population age 15-24.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics (Derived)\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1564.FE.IN\",\"name\":\"Population ages 15-64, female\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
15 to 64. Population is based on the de facto definition of population, which
counts all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and age distributions
of the United Nations Population Division's World Population Prospects. The
World Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1564.FE.ZS\",\"name\":\"Population ages 15-64, female
(% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Female
population between the ages 15 to 64 is the number of females who could potentially
be economically active. 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 the country of origin.\",\"sourceOrganization\":\"The
United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1564.MA.IN\",\"name\":\"Population
ages 15-64, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Male population between the ages 15 to 64.
Population is based on the de facto definition of population, which counts
all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and age distributions
of the United Nations Population Division's World Population Prospects. The
World Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1564.MA.ZS\",\"name\":\"Population ages 15-64, male
(% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Male
population between the ages 15 to 64 is the number of males who could potentially
be economically active. 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 the country of origin.\",\"sourceOrganization\":\"The
United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.1564.TO\",\"name\":\"Population
ages 15-64, total\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total population between the ages 15 to 64.
Population is based on the de facto definition of population, which counts
all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and age distributions
of the United Nations Population Division's World Population Prospects. The
World Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.1564.TO.ZS\",\"name\":\"Population ages 15-64 (% of
total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Total
population between the ages 15 to 64 as a percentage of the total population.
Population is based on the de facto definition of population, which counts
all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates based on age distributions of United Nations Population
Division's World Population Prospects.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.POP.2024.FE\",\"name\":\"Female
population 20-24\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Female population between the
ages 20-24.\",\"sourceOrganization\":\"World Bank staff estimates using the
World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2024.FE.5Y\",\"name\":\"Population
ages 20-24, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
20 to 24 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2024.MA\",\"name\":\"Male population
20-24\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 20-24.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2024.MA.5Y\",\"name\":\"Population
ages 20-24, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
20 to 24 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2529.FE\",\"name\":\"Female population
25-29\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 25-29.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2529.FE.5Y\",\"name\":\"Population
ages 25-29, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
25 to 29 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2529.MA\",\"name\":\"Male population
25-29\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 25-29.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2529.MA.5Y\",\"name\":\"Population
ages 25-29, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
25 to 29 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.2DAY.TO\",\"name\":\"Number of
people living on less than $2.00 a day (PPP)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Number of people living on less than
$2.00 a day (PPP) is the population living on less than $2.00 a day at 2005
international prices.\",\"sourceOrganization\":\"World Bank, Development Research
Group. Data are based on primary household survey data obtained from government
statistical agencies and World Bank country departments. Data for high-income
economies are from the Luxembourg Income Study database. For more information
and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"SP.POP.3034.FE\",\"name\":\"Female population
30-34\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 30-34.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3034.FE.5Y\",\"name\":\"Population
ages 30-34, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
30 to 34 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3034.MA\",\"name\":\"Male population
30-34\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 30-34.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3034.MA.5Y\",\"name\":\"Population
ages 30-34, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
30 to 34 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3539.FE\",\"name\":\"Female population
35-39\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 35-39.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3539.FE.5Y\",\"name\":\"Population
ages 35-39, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
35 to 39 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3539.MA\",\"name\":\"Male population
35-39\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 35-39.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.3539.MA.5Y\",\"name\":\"Population
ages 35-39, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
35 to 39 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4044.FE\",\"name\":\"Female population
40-44\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 40-44.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4044.FE.5Y\",\"name\":\"Population
ages 40-44, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
40 to 44 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4044.MA\",\"name\":\"Male population
40-44\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 40-44.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4044.MA.5Y\",\"name\":\"Population
ages 40-44, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
40 to 44 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4549.FE\",\"name\":\"Female population
45-49\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 45-49.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4549.FE.5Y\",\"name\":\"Population
ages 45-49, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
45 to 49 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4549.MA\",\"name\":\"Male population
45-49\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 45-49.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.4549.MA.5Y\",\"name\":\"Population
ages 45-49, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
45 to 49 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5054.FE\",\"name\":\"Female population
50-54\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 50-54.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5054.FE.5Y\",\"name\":\"Population
ages 50-54, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
50 to 54 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5054.MA\",\"name\":\"Male population
50-54\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 50-54.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5054.MA.5Y\",\"name\":\"Population
ages 50-54, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
50 to 54 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5559.FE\",\"name\":\"Female population
55-59\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 55-59.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5559.FE.5Y\",\"name\":\"Population
ages 55-59, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
55 to 59 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5559.MA\",\"name\":\"Male population
55-59\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 55-59.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.5559.MA.5Y\",\"name\":\"Population
ages 55-59, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
55 to 59 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6064.FE\",\"name\":\"Female population
60-64\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 60-64.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6064.FE.5Y\",\"name\":\"Population
ages 50-64, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
60 to 64 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6064.MA\",\"name\":\"Male population
60-64\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 60-64.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6064.MA.5Y\",\"name\":\"Population
ages 50-64, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
60 to 64 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6569.FE\",\"name\":\"Female population
65-69\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 65-69.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6569.FE.5Y\",\"name\":\"Population
ages 65-69, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
65 to 69 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6569.MA\",\"name\":\"Male population
65-69\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 65-69.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.6569.MA.5Y\",\"name\":\"Population
ages 65-69, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
65 to 69 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.65UP.FE.IN\",\"name\":\"Population
ages 65 and above, female\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Female population 65 years of age or older.
Population is based on the de facto definition of population, which counts
all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and age distributions
of the United Nations Population Division's World Population Prospects. The
World Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.POP.65UP.FE.ZS\",\"name\":\"Population
ages 65 and above, female (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population 65 years of age
or older as a percentage of the total female population. 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 the country of origin.\",\"sourceOrganization\":\"The United Nations Population
Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.65UP.MA.IN\",\"name\":\"Population
ages 65 and above, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Male population 65 years of age or older. 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 the country of origin.\",\"sourceOrganization\":\"World Bank
staff estimates using the World Bank's population and the United Nations Population
Division's World Population Prospects. The World Bank's population estimates
are from various sources including the United Nations Population Division's
World Population Prospects; census reports and statistical publications from
national statistical offices; household surveys conducted by national agencies,
Macro International, and the U.S. Conters for Disease Control and Prevention;
Eurostat's Demographic Statistics; Secretariat of the Pacific Community, Statistics
and Demography Programme; and U.S. Bureau of the Census, International Data
Base.\",\"topics\":[]},{\"id\":\"SP.POP.65UP.MA.ZS\",\"name\":\"Population
ages 65 and above, male (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population 65 years of age
or older as a percentage of the total male population. 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 the country of origin.\",\"sourceOrganization\":\"The United Nations Population
Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.65UP.TO\",\"name\":\"Total
Population for Age 65 and above (only 2005 and 2010) (in number of people)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total population 65 years of age
or older. 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 the country of origin.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and the United Nations
Population Division's World Population Prospects. The World Bank's population
estimates are from various sources including the United Nations Population
Division's World Population Prospects; census reports and statistical publications
from national statistical offices; household surveys conducted by national
agencies, Macro International, and the U.S. Conters for Disease Control and
Prevention; Eurostat's Demographic Statistics; Secretariat of the Pacific
Community, Statistics and Demography Programme; and U.S. Bureau of the Census,
International Data Base.\",\"topics\":[]},{\"id\":\"SP.POP.65UP.TO.ZS\",\"name\":\"Population
ages 65 and above (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Population ages 65 and above as
a percentage of the total population. Population is based on the de facto
definition of population, which counts all residents regardless of legal status
or citizenship.\",\"sourceOrganization\":\"World Bank staff estimates based
on age distributions of United Nations Population Division's World Population
Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.POP.7074.FE\",\"name\":\"Female
population 70-74 \",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Female population between the
ages 70-74 .\",\"sourceOrganization\":\"World Bank staff estimates using the
World Bank's total population and age distributions of the United Nations
Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7074.FE.5Y\",\"name\":\"Population
ages 70-74, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
70 to 74 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7074.MA\",\"name\":\"Male population
70-74\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 70-74.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7074.MA.5Y\",\"name\":\"Population
ages 70-74, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
70 to 74 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7579.FE\",\"name\":\"Female population
75-79\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Female population between the ages 75-79.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7579.FE.5Y\",\"name\":\"Population
ages 75-79, female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
75 to 79 as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7579.MA\",\"name\":\"Male population
75-79\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 75-79.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.7579.MA.5Y\",\"name\":\"Population
ages 75-79, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
75 to 79 as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.80UP.FE\",\"name\":\"Population
ages 80 and above, female\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Female population between the
ages 80 and above.\",\"sourceOrganization\":\"World Bank staff estimates based
on United Nations Population Division, World Population Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.80UP.FE.5Y\",\"name\":\"Population ages 80 and above,
female (% of female population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Female population between the ages
80 and above as a percentage of the total female population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.80UP.MA\",\"name\":\"Male population
80+ \",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and Population
Statistics\"},\"sourceNote\":\"Male population between the ages 80+ .\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's total population and age distributions
of the United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.80UP.MA.5Y\",\"name\":\"Population
ages 80 and above, male (% of male population)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population between the ages
80 and above as a percentage of the total male population.\",\"sourceOrganization\":\"World
Bank staff estimates based on United Nations Population Division, World Population
Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.AG00.FE.UN\",\"name\":\"Population,
age 0, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG00.MA.UN\",\"name\":\"Population, age 0, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 0, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG00.TO.UN\",\"name\":\"Population,
age 0, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG01.FE.UN\",\"name\":\"Population, age 1, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, female refers to female population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG01.MA.UN\",\"name\":\"Population, age 1, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 1, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG01.TO.UN\",\"name\":\"Population,
age 1, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG02.FE.UN\",\"name\":\"Population, age 2, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, female refers to female population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG02.MA.UN\",\"name\":\"Population, age 2, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 2, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG02.TO.UN\",\"name\":\"Population,
age 2, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG03.FE.UN\",\"name\":\"Population, age 3, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, female refers to female population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG03.MA.UN\",\"name\":\"Population, age 3, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 3, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG03.TO.UN\",\"name\":\"Population,
age 3, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG04.FE.UN\",\"name\":\"Population, age 4, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, female refers to female population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG04.MA.UN\",\"name\":\"Population, age 4, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 4, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG04.TO.UN\",\"name\":\"Population,
age 4, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG05.FE.UN\",\"name\":\"Population, age 5, female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, female refers to female population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG05.MA.UN\",\"name\":\"Population, age 5, male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population, age 5, male refers to the male
population at the specified age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.POP.AG05.TO.UN\",\"name\":\"Population,
age 5, total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, total refers to total population at the specified age level, as
estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG06.FE.IN\",\"name\":\"Age population, age 06, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG06.FE.UN\",\"name\":\"Population,
age 6, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG06.MA.IN\",\"name\":\"Age population, age 06, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG06.MA.UN\",\"name\":\"Population,
age 6, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 6, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG06.TO.UN\",\"name\":\"Population, age 6, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG07.FE.IN\",\"name\":\"Age population, age 07, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG07.FE.UN\",\"name\":\"Population,
age 7, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG07.MA.IN\",\"name\":\"Age population, age 07, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG07.MA.UN\",\"name\":\"Population,
age 7, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 7, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG07.TO.UN\",\"name\":\"Population, age 7, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG08.FE.IN\",\"name\":\"Age population, age 08, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG08.FE.UN\",\"name\":\"Population,
age 8, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG08.MA.IN\",\"name\":\"Age population, age 08, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG08.MA.UN\",\"name\":\"Population,
age 8, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 8, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG08.TO.UN\",\"name\":\"Population, age 8, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG09.FE.IN\",\"name\":\"Age population, age 09, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG09.FE.UN\",\"name\":\"Population,
age 9, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG09.MA.IN\",\"name\":\"Age population, age 09, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG09.MA.UN\",\"name\":\"Population,
age 9, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 9, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG09.TO.UN\",\"name\":\"Population, age 9, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG10.FE.IN\",\"name\":\"Age population, age 10, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG10.FE.UN\",\"name\":\"Population,
age 10, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG10.MA.IN\",\"name\":\"Age population, age 10, male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Age population, male
refers to male population at the specified age level, as estimated by World
Bank staff.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG10.MA.UN\",\"name\":\"Population,
age 10, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 10, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG10.TO.UN\",\"name\":\"Population, age 10, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG11.FE.IN\",\"name\":\"Age population, age 11, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG11.FE.UN\",\"name\":\"Population,
age 11, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG11.MA.IN\",\"name\":\"Age population, age 11, male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Age population, male
refers to male population at the specified age level, as estimated by World
Bank staff.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG11.MA.UN\",\"name\":\"Population,
age 11, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 11, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG11.TO.UN\",\"name\":\"Population, age 11, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG12.FE.IN\",\"name\":\"Age population, age 12, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG12.FE.UN\",\"name\":\"Population,
age 12, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG12.MA.IN\",\"name\":\"Age population, age 12, male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Age population, male
refers to male population at the specified age level, as estimated by World
Bank staff.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG12.MA.UN\",\"name\":\"Population,
age 12, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 12, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG12.TO.UN\",\"name\":\"Population, age 12, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG13.FE.IN\",\"name\":\"Age population, age 13, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG13.FE.UN\",\"name\":\"Population,
age 13, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG13.MA.IN\",\"name\":\"Age population, age 13, male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Age population, male
refers to male population at the specified age level, as estimated by World
Bank staff.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG13.MA.UN\",\"name\":\"Population,
age 13, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 13, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG13.TO.UN\",\"name\":\"Population, age 13, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG14.FE.IN\",\"name\":\"Age population, age 14, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG14.FE.UN\",\"name\":\"Population,
age 14, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG14.MA.IN\",\"name\":\"Age population, age 14, male\",\"source\":{\"id\":\"16\",\"value\":\"Health
Nutrition and Population Statistics\"},\"sourceNote\":\"Age population, male
refers to male population at the specified age level, as estimated by World
Bank staff.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG14.MA.UN\",\"name\":\"Population,
age 14, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 14, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG14.TO.UN\",\"name\":\"Population, age 14, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG15.FE.IN\",\"name\":\"Age population, age 15, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG15.FE.UN\",\"name\":\"Population,
age 15, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG15.MA.IN\",\"name\":\"Age population, age 15, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG15.MA.UN\",\"name\":\"Population,
age 15, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 15, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG15.TO.UN\",\"name\":\"Population, age 15, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG16.FE.IN\",\"name\":\"Age population, age 16, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG16.FE.UN\",\"name\":\"Population,
age 16, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG16.MA.IN\",\"name\":\"Age population, age 16, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG16.MA.UN\",\"name\":\"Population,
age 16, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 16, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG16.TO.UN\",\"name\":\"Population, age 16, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG17.FE.IN\",\"name\":\"Age population, age 17, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG17.FE.UN\",\"name\":\"Population,
age 17, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG17.MA.IN\",\"name\":\"Age population, age 17, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG17.MA.UN\",\"name\":\"Population,
age 17, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 17, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG17.TO.UN\",\"name\":\"Population, age 17, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG18.FE.IN\",\"name\":\"Age population, age 18, female,
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Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG18.FE.UN\",\"name\":\"Population,
age 18, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG18.MA.IN\",\"name\":\"Age population, age 18, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG18.MA.UN\",\"name\":\"Population,
age 18, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 18, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG18.TO.UN\",\"name\":\"Population, age 18, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG19.FE.IN\",\"name\":\"Age population, age 19, female,
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Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG19.FE.UN\",\"name\":\"Population,
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population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG19.MA.IN\",\"name\":\"Age population, age 19, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG19.MA.UN\",\"name\":\"Population,
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age 19, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG19.TO.UN\",\"name\":\"Population, age 19, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG20.FE.IN\",\"name\":\"Age population, age 20, female,
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Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG20.FE.UN\",\"name\":\"Population,
age 20, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG20.MA.IN\",\"name\":\"Age population, age 20, male,
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Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG20.MA.UN\",\"name\":\"Population,
age 20, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 20, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG20.TO.UN\",\"name\":\"Population, age 20, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG21.FE.IN\",\"name\":\"Age population, age 21, female,
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Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG21.FE.UN\",\"name\":\"Population,
age 21, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG21.MA.IN\",\"name\":\"Age population, age 21, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG21.MA.UN\",\"name\":\"Population,
age 21, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 21, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG21.TO.UN\",\"name\":\"Population, age 21, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
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at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG22.FE.IN\",\"name\":\"Age population, age 22, female,
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Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG22.FE.UN\",\"name\":\"Population,
age 22, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG22.MA.IN\",\"name\":\"Age population, age 22, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG22.MA.UN\",\"name\":\"Population,
age 22, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 22, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG22.TO.UN\",\"name\":\"Population, age 22, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG23.FE.IN\",\"name\":\"Age population, age 23, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG23.FE.UN\",\"name\":\"Population,
age 23, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG23.MA.IN\",\"name\":\"Age population, age 23, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG23.MA.UN\",\"name\":\"Population,
age 23, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 23, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG23.TO.UN\",\"name\":\"Population, age 23, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG24.FE.IN\",\"name\":\"Age population, age 24, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG24.FE.UN\",\"name\":\"Population,
age 24, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG24.MA.IN\",\"name\":\"Age population, age 24, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG24.MA.UN\",\"name\":\"Population,
age 24, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 24, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG24.TO.UN\",\"name\":\"Population, age 24, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG25.FE.IN\",\"name\":\"Age population, age 25, female,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, female refers to
female population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG25.FE.UN\",\"name\":\"Population,
age 25, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Age
population, female refers to female population at the specified age level,
as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG25.MA.IN\",\"name\":\"Age population, age 25, male,
interpolated\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition and
Population Statistics\"},\"sourceNote\":\"Age population, male refers to male
population at the specified age level, as estimated by World Bank staff.\",\"sourceOrganization\":\"World
Bank staff estimates from various sources including census reports, the United
Nations Population Division's World Population Prospects, national statistical
offices, household surveys conducted by national agencies, and Macro International.\",\"topics\":[]},{\"id\":\"SP.POP.AG25.MA.UN\",\"name\":\"Population,
age 25, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Population,
age 25, male refers to the male population at the specified age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.AG25.TO.UN\",\"name\":\"Population, age 25, total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Age population, total refers to total population
at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics.\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.POP.BRTH.MF\",\"name\":\"Sex ratio at birth (male births
per female births)\",\"source\":{\"id\":\"16\",\"value\":\"Health Nutrition
and Population Statistics\"},\"sourceNote\":\"Sex ratio at birth refers to
male births per female births. The data are 5 year averages.\",\"sourceOrganization\":\"United
Nations Population Division, World Population Prospects.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.POP.DDAY.TO\",\"name\":\"Number
of people living on less than $1.25 a day (PPP)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"Number of people living on less than
$1.25 a day (PPP) is the population living on less than $1.25 a day at 2005
international prices.\",\"sourceOrganization\":\"World Bank, Development Research
Group. Data are based on primary household survey data obtained from government
statistical agencies and World Bank country departments. Data for high-income
economies are from the Luxembourg Income Study database. For more information
and methodology, please see PovcalNet (http:\\/\\/iresearch.worldbank.org\\/PovcalNet\\/index.htm).\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"SP.POP.DPND\",\"name\":\"Age dependency ratio
(% of working-age population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Age dependency ratio is the ratio
of dependents--people younger than 15 or older than 64--to the working-age
population--those ages 15-64. Data are shown as the proportion of dependents
per 100 working-age population.\",\"sourceOrganization\":\"World Bank staff
estimates using the World Bank's population and age distributions of the United
Nations Population Division's World Population Prospects. The World Bank's
population estimates are from various sources including the United Nations
Population Division's World Population Prospects; census reports and statistical
publications from national statistical offices; Eurostat's Demographic Statistics;
United Nations Statistical Division, Population and Vital Statistics Report
(various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.DPND.OL\",\"name\":\"Age dependency ratio, old (% of
working-age population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Age dependency ratio, old, is the ratio of
older dependents--people older than 64--to the working-age population--those
ages 15-64. Data are shown as the proportion of dependents per 100 working-age
population.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and ICF International.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.DPND.YG\",\"name\":\"Age dependency ratio, young (%
of working-age population)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Age dependency ratio, young, is the ratio of
younger dependents--people younger than 15--to the working-age population--those
ages 15-64. Data are shown as the proportion of dependents per 100 working-age
population.\",\"sourceOrganization\":\"World Bank staff estimates from various
sources including census reports, the United Nations Population Division's
World Population Prospects, national statistical offices, household surveys
conducted by national agencies, and ICF International.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.GROW\",\"name\":\"Population growth (annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Annual population growth rate for
year t is the exponential rate of growth of midyear population from year t-1
to t, expressed as a percentage . Population is based on the de facto definition
of population, which counts all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"Derived
from total population. Population source: (1) United Nations Population Division.
World Population Prospects, (2) United Nations Statistical Division. Population
and Vital Statistics Report (various years), (3) Census reports and other
statistical\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate Change\"},{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.SCIE.RD.P6\",\"name\":\"Researchers in R&D (per million
people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Researchers
in R&D are professionals engaged in the conception or creation of new knowledge,
products, processes, methods, or systems and in the management of the projects
concerned. Postgraduate PhD students (ISCED97 level 6) engaged in R&D are
included.\",\"sourceOrganization\":\"United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Institute for Statistics.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science
& Technology \"}]},{\"id\":\"SP.POP.TECH.RD.P6\",\"name\":\"Technicians in
R&D (per million people)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Technicians in R&D and equivalent staff are
people whose main tasks require technical knowledge and experience in engineering,
physical and life sciences (technicians), or social sciences and humanities
(equivalent staff). They participate in R&D by performing scientific and technical
tasks involving the application of concepts and operational methods, normally
under the supervision of researchers.\",\"sourceOrganization\":\"United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Institute for
Statistics.\",\"topics\":[{\"id\":\"14\",\"value\":\"Science & Technology
\"}]},{\"id\":\"SP.POP.TOTL\",\"name\":\"Population, total\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Total population is based on the
de facto definition of population, which counts all residents regardless of
legal status or citizenship. The values shown are midyear estimates.\",\"sourceOrganization\":\"(1)
United Nations Population Division. World Population Prospects, (2) Census
reports and other statistical publications from national statistical offices,
(3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division.
Population and Vital Statistics Report (various years), (5) U.S. Census Bureau:
International Database, and (6) Secretariat of the Pacific Community: Statistics
and Demography Programme.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.POP.TOTL.FE.IN\",\"name\":\"Population,
female\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development Indicators\"},\"sourceNote\":\"Female
population is based on the de facto definition of population, which counts
all female residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Bank's population and distributions of
the United Nations Population Division's World Population Prospects. The World
Bank's population estimates are from various sources including the United
Nations Population Division's World Population Prospects; census reports and
statistical publications from national statistical offices; Eurostat's Demographic
Statistics; United Nations Statistical Division, Population and Vital Statistics
Report (various years); U.S. Census Bureau: International Database; and Secretariat
of the Pacific Community, Statistics and Demography Programme.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.POP.TOTL.FE.ZS\",\"name\":\"Population,
female (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Female population is the percentage of the
population that is female. Population is based on the de facto definition
of population, which counts all residents regardless of legal status or citizenship.\",\"sourceOrganization\":\"World
Bank staff estimates based on male\\/female distributions of United Nations
Population Division's World Population Prospects.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.POP.TOTL.MA.IN\",\"name\":\"Population, male\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Male population is based on the
de facto definition of population, which counts all male residents regardless
of legal status or citizenship. Refugees not permanently settled in the country
of asylum are generally considered to be part of the population of their country
of origin.\",\"sourceOrganization\":\"World Bank staff estimates using the
World Bank's population and the United Nations Population Division's World
Population Prospects. The World Bank's population estimates are from various
sources including the United Nations Population Division's World P\",\"topics\":[]},{\"id\":\"SP.POP.TOTL.MA.ZS\",\"name\":\"Population,
male (% of total)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Male population is the percentage of the population
that is male. 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 the country of origin.\",\"sourceOrganization\":\"The
United Nations Population Division's World Population Prospects.\",\"topics\":[]},{\"id\":\"SP.POP.TOTL.ZS\",\"name\":\"Population
(% of total)\",\"source\":{\"id\":\"50\",\"value\":\"Subnational Population\"},\"sourceNote\":\"Population
Percentage of total is the share of first level administrative division (Admin
1 level) de facto mid-year population to total population.\",\"sourceOrganization\":\"1.
Census reports and statistical databases from national statistical offices
2. Estimates from the Center for International Earth Science Information Network
(CIESIN), The Earth Institute at Columbia University\",\"topics\":[]},{\"id\":\"SP.PRE.TOTL.FE.IN\",\"name\":\"Population
of the official age for pre-primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to pre-primary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRE.TOTL.IN\",\"name\":\"Population of the official age
for pre-primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to pre-primary education as indicated by theoretical entrance age and duration.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRE.TOTL.MA.IN\",\"name\":\"Population of the official
age for pre-primary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to pre-primary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRM.GRAD.FE\",\"name\":\"Population of the official age
for the last grade of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to the last grade of primary school as indicated by theoretical
entrance age and duration.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.PRM.GRAD.MA\",\"name\":\"Population
of the official age for the last grade of primary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to the last grade of primary school as indicated by theoretical
entrance age and duration.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"SP.PRM.GRAD.TO\",\"name\":\"Population
of the official age for the last grade of primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to the last grade of primary school as indicated by theoretical entrance age
and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRM.TOTL.FE.IN\",\"name\":\"Population of the official
age for primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to primary education as indicated by theoretical entrance age
and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRM.TOTL.IN\",\"name\":\"Population of the official age
for primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to primary education as indicated by theoretical entrance age and duration.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.PRM.TOTL.MA.IN\",\"name\":\"Population of the official
age for primary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to primary education as indicated by theoretical entrance age
and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.REG.BRTH.RU.ZS\",\"name\":\"Completeness of birth registration,
rural (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Completeness
of birth registration is the percentage of children under age 5 whose births
were registered at the time of the survey. The numerator of completeness of
birth registration includes children whose birth certificate was seen by the
interviewer or whose mother or caretaker says the birth has been registered.\",\"sourceOrganization\":\"UNICEF's
State of the World's Children based mostly on household surveys and ministry
of health data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.REG.BRTH.UR.ZS\",\"name\":\"Completeness
of birth registration, urban (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Completeness of birth registration
is the percentage of children under age 5 whose births were registered at
the time of the survey. The numerator of completeness of birth registration
includes children whose birth certificate was seen by the interviewer or whose
mother or caretaker says the birth has been registered.\",\"sourceOrganization\":\"UNICEF's
State of the World's Children based mostly on household surveys and ministry
of health data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.REG.BRTH.ZS\",\"name\":\"Completeness
of birth registration (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Completeness of birth registration is the percentage
of children under age 5 whose births were registered at the time of the survey.
The numerator of completeness of birth registration includes children whose
birth certificate was seen by the interviewer or whose mother or caretaker
says the birth has been registered.\",\"sourceOrganization\":\"UNICEF's State
of the World's Children based mostly on household surveys and ministry of
health data.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.REG.DTHS.ZS\",\"name\":\"Completeness
of death registration with cause-of-death information (%)\\u000d\\u000a\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Completeness of death registration
is the estimated percentage of deaths that are registered with their cause
of death information in the vital registration system of a country.\\u000d\\u000a\",\"sourceOrganization\":\"World
Health Organization, Global Health Observatory Data Repository\\/World Health
Statistics (http:\\/\\/apps.who.int\\/gho\\/data\\/node.main.1?lang=en).\\u000d\\u000a\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.RUR.TOTL\",\"name\":\"Rural population\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural population refers to people
living in rural areas as defined by national statistical offices. It is calculated
as the difference between total population and urban population. Aggregation
of urban and rural population may not add up to total population because of
different country coverages.\",\"sourceOrganization\":\"The data on urban
population shares used to estimate rural population come from the United Nations,
World Urbanization Prospects. Total population figures are World Bank estimates.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture
& Rural Development \"}]},{\"id\":\"SP.RUR.TOTL.FE.ZS\",\"name\":\"Rural
population, female (% of total)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Female rural population is the percentage of
females who live in rural areas to total population.\",\"sourceOrganization\":\"The
United Nations Population Division's World Urbanization Prospects.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.RUR.TOTL.MA.ZS\",\"name\":\"Rural
population, male (% of total)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Male rural population is the percentage males
who live in rural areas to total population.\",\"sourceOrganization\":\"The
United Nations Population Division's World Urbanization Prospects.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.RUR.TOTL.ZG\",\"name\":\"Rural
population growth (annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural population refers to people
living in rural areas as defined by national statistical offices. It is calculated
as the difference between total population and urban population.\",\"sourceOrganization\":\"World
Bank Staff estimates based on United Nations, World Urbanization Prospects.
\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture & Rural Development \"}]},{\"id\":\"SP.RUR.TOTL.ZS\",\"name\":\"Rural
population (% of total population)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Rural population refers to people
living in rural areas as defined by national statistical offices. It is calculated
as the difference between total population and urban population.\",\"sourceOrganization\":\"World
Bank Staff estimates based on United Nations, World Urbanization Prospects.
\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture & Rural Development \"}]},{\"id\":\"SP.SEC.LTOT.FE.IN\",\"name\":\"Population
of the official age for lower secondary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to lower secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.LTOT.IN\",\"name\":\"Population of the official age
for lower secondary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to lower secondary education as indicated by theoretical entrance age and
duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.LTOT.MA.IN\",\"name\":\"Population of the official
age for lower secondary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to lower secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.TOTL.FE.IN\",\"name\":\"Population of the official
age for secondary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.TOTL.IN\",\"name\":\"Population of the official age
for secondary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to secondary education as indicated by theoretical entrance age and duration.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.TOTL.MA.IN\",\"name\":\"Population of the official
age for secondary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.UTOT.FE.IN\",\"name\":\"Population of the official
age for upper secondary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to upper secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.UTOT.IN\",\"name\":\"Population of the official age
for upper secondary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to upper secondary education as indicated by theoretical entrance age and
duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.SEC.UTOT.MA.IN\",\"name\":\"Population of the official
age for upper secondary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to upper secondary education as indicated by theoretical entrance
age and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.TER.TOTL.FE.IN\",\"name\":\"Population of the official
age for tertiary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female population of the age-group theoretically
corresponding to tertiary education as indicated by theoretical entrance age
and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.TER.TOTL.IN\",\"name\":\"Population of the official age
for tertiary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Population of the age-group theoretically corresponding
to tertiary education as indicated by theoretical entrance age and duration.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.TER.TOTL.MA.IN\",\"name\":\"Population of the official
age for tertiary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male population of the age-group theoretically
corresponding to tertiary education as indicated by theoretical entrance age
and duration.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"SP.URB.GROW\",\"name\":\"Urban population growth (annual %)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Urban population refers to people
living in urban areas as defined by national statistical offices. It is calculated
using World Bank population estimates and urban ratios from the United Nations
World Urbanization Prospects.\",\"sourceOrganization\":\"World Bank Staff
estimates based on United Nations, World Urbanization Prospects. \",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SP.URB.TOTL\",\"name\":\"Urban
population\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Urban
population refers to people living in urban areas as defined by national statistical
offices. It is calculated using World Bank population estimates and urban
ratios from the United Nations World Urbanization Prospects. Aggregation of
urban and rural population may not add up to total population because of different
country coverages.\",\"sourceOrganization\":\"World Bank Staff estimates based
on United Nations, World Urbanization Prospects. \",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SP.URB.TOTL.FE.ZS\",\"name\":\"Urban
population, female (% of total)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Female urban population is the percentage of
females who live in urban areas to total population.\",\"sourceOrganization\":\"The
United Nations Population Division's World Urbanization Prospects.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.URB.TOTL.IN.ZS\",\"name\":\"Urban
population (% of total)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Urban population refers to people living in
urban areas as defined by national statistical offices. The data are collected
and smoothed by United Nations Population Division.\",\"sourceOrganization\":\"United
Nations, World Urbanization Prospects.\",\"topics\":[{\"id\":\"19\",\"value\":\"Climate
Change\"},{\"id\":\"16\",\"value\":\"Urban Development \"}]},{\"id\":\"SP.URB.TOTL.MA.ZS\",\"name\":\"Urban
population, male (% of total)\",\"source\":{\"id\":\"14\",\"value\":\"Gender
Statistics\"},\"sourceNote\":\"Male urban population is the percentage of
males who live in urban areas to total population.\",\"sourceOrganization\":\"The
United Nations Population Division's World Urbanization Prospects.\",\"topics\":[{\"id\":\"17\",\"value\":\"Gender\"}]},{\"id\":\"SP.URB.TOTL.ZS\",\"name\":\"Percentage
of Population in Urban Areas (in % of Total Population)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia\",\"topics\":[]},{\"id\":\"SP.UWT.LMTG.Q1.ZS\",\"name\":\"Unmet
need for family planning (for limiting) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.LMTG.Q2.ZS\",\"name\":\"Unmet
need for family planning (for limiting) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.LMTG.Q3.ZS\",\"name\":\"Unmet
need for family planning (for limiting) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.LMTG.Q4.ZS\",\"name\":\"Unmet
need for family planning (for limiting) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.LMTG.Q5.ZS\",\"name\":\"Unmet
need for family planning (for limiting) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.SPCG.Q1.ZS\",\"name\":\"Unmet
need for family planning (for spacing) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.SPCG.Q2.ZS\",\"name\":\"Unmet
need for family planning (for spacing) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.SPCG.Q3.ZS\",\"name\":\"Unmet
need for family planning (for spacing) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.SPCG.Q4.ZS\",\"name\":\"Unmet
need for family planning (for spacing) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.SPCG.Q5.ZS\",\"name\":\"Unmet
need for family planning (for spacing) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.TFRT\",\"name\":\"Unmet
need for contraception (% of married women ages 15-49)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Unmet need for contraception is
the percentage of fertile, married women of reproductive age who do not want
to become pregnant and are not using contraception.\",\"sourceOrganization\":\"Household
surveys, including Demographic and Health Surveys and Multiple Indicator Cluster
Surveys. Largely compiled by United Nations Population Division.\",\"topics\":[{\"id\":\"8\",\"value\":\"Health
\"}]},{\"id\":\"SP.UWT.TFRT.Q1.ZS\",\"name\":\"Unmet need for family planning
(total) (% of married women): Q1 (lowest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.TFRT.Q2.ZS\",\"name\":\"Unmet
need for family planning (total) (% of married women): Q2\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.TFRT.Q3.ZS\",\"name\":\"Unmet
need for family planning (total) (% of married women): Q3\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.TFRT.Q4.ZS\",\"name\":\"Unmet
need for family planning (total) (% of married women): Q4\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SP.UWT.TFRT.Q5.ZS\",\"name\":\"Unmet
need for family planning (total) (% of married women): Q5 (highest)\",\"source\":{\"id\":\"39\",\"value\":\"Health
Nutrition and Population Statistics by Wealth Quintile\"},\"sourceNote\":\"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).\",\"sourceOrganization\":\"Household Surveys (DHS,
MICS)\",\"topics\":[{\"id\":\"8\",\"value\":\"Health \"}]},{\"id\":\"SS.H2O.FAIL.DY\",\"name\":\"Water
supply failure for firms receiving water (average days\\/year)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Water supply failure for firms
receiving water is the average number of days per year that firms experienced
insufficient water supply for production. \",\"sourceOrganization\":\"World
Bank Investment Climate Surveys.\",\"topics\":[]},{\"id\":\"ST.INT.ARVL\",\"name\":\"International
tourism, number of arrivals\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"International inbound tourists (overnight visitors)
are the number of tourists who travel to a country other than that in which
they have their usual residence, but outside their usual environment, for
a period not exceeding 12 months and whose main purpose in visiting is other
than an activity remunerated from within the country visited. When data on
number of tourists are not available, the number of visitors, which includes
tourists, same-day visitors, cruise passengers, and crew members, is shown
instead. Sources and collection methods for arrivals differ across countries.
In some cases data are from border statistics (police, immigration, and the
like) and supplemented by border surveys. In other cases data are from tourism
accommodation establishments. For some countries number of arrivals is limited
to arrivals by air and for others to arrivals staying in hotels. Some countries
include arrivals of nationals residing abroad while others do not. Caution
should thus be used in comparing arrivals across countries. The data on inbound
tourists refer to the number of arrivals, not to the number of people traveling.
Thus a person who makes several trips to a country during a given period is
counted each time as a new arrival.\",\"sourceOrganization\":\"World Tourism
Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics
and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.DPRT\",\"name\":\"International
tourism, number of departures\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International outbound tourists
are the number of departures that people make from their country of usual
residence to any other country for any purpose other than a remunerated activity
in the country visited. The data on outbound tourists refer to the number
of departures, not to the number of people traveling. Thus a person who makes
several trips from a country during a given period is counted each time as
a new departure.\",\"sourceOrganization\":\"World Tourism Organization, Yearbook
of Tourism Statistics, Compendium of Tourism Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.RCPT.CD\",\"name\":\"International
tourism, receipts (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism receipts
are expenditures by international inbound visitors, including payments to
national carriers for international transport. These receipts include any
other prepayment made for goods or services received in the destination country.
They also may include receipts from same-day visitors, except when these are
important enough to justify separate classification. For some countries they
do not include receipts for passenger transport items. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Tourism Organization, Yearbook
of Tourism Statistics, Compendium of Tourism Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.RCPT.XP.ZS\",\"name\":\"International
tourism, receipts (% of total exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism receipts
are expenditures by international inbound visitors, including payments to
national carriers for international transport. These receipts include any
other prepayment made for goods or services received in the destination country.
They also may include receipts from same-day visitors, except when these are
important enough to justify separate classification. For some countries they
do not include receipts for passenger transport items. Their share in exports
is calculated as a ratio to exports of goods and services, which comprise
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, goods sent for processing and repairs, nonmonetary gold, and
services.\",\"sourceOrganization\":\"World Tourism Organization, Yearbook
of Tourism Statistics, Compendium of Tourism Statistics and data files, and
IMF and World Bank exports estimates.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.TRNR.CD\",\"name\":\"International
tourism, receipts for passenger transport items (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism receipts
for passenger transport items are expenditures by international inbound visitors
for all services provided in the international transportation by resident
carriers. Also included are passenger services performed within an economy
by nonresident carriers. Excluded are passenger services provided to nonresidents
by resident carriers within the resident economies; these are included in
travel items. In addition to the services covered by passenger fares--including
fares that are a part of package tours but excluding cruise fares, which are
included in travel--passenger services include such items as charges for excess
baggage, vehicles, or other personal accompanying effects and expenditures
for food, drink, or other items for which passengers make expenditures while
on board carriers. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism
Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.TRNX.CD\",\"name\":\"International
tourism, expenditures for passenger transport items (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism expenditures
for passenger transport items are expenditures of international outbound visitors
in other countries for all services provided during international transportation
by nonresident carriers. Also included are passenger services performed within
an economy by nonresident carriers. Excluded are passenger services provided
to nonresidents by resident carriers within the resident economies; these
are included in travel items. In addition to the services covered by passenger
fares--including fares that are a part of package tours but excluding cruise
fares, which are included in travel--passenger services include such items
as charges for excess baggage, vehicles, or other personal accompanying effects
and expenditures for food, drink, or other items for which passengers make
expenditures while on board carriers. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism
Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.TVLR.CD\",\"name\":\"International
tourism, receipts for travel items (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism receipts
for travel items are expenditures by international inbound visitors in the
reporting economy. The goods and services are purchased by, or on behalf of,
the traveler or provided, without a quid pro quo, for the traveler to use
or give away. These receipts should include any other prepayment made for
goods or services received in the destination country. They also may include
receipts from same-day visitors, except in cases where these are so important
as to justify a separate classification. Excluded is the international carriage
of travelers, which is covered in passenger travel items. Data are in current
U.S. dollars.\",\"sourceOrganization\":\"World Tourism Organization, Yearbook
of Tourism Statistics, Compendium of Tourism Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.TVLX.CD\",\"name\":\"International
tourism, expenditures for travel items (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism expenditures
are expenditures of international outbound visitors in other countries. The
goods and services are purchased by, or on behalf of, the traveler or provided,
without a quid pro quo, for the traveler to use or give away. These may include
expenditures by residents traveling abroad as same-day visitors, except in
cases where these are so important as to justify a separate classification.
Excluded is the international carriage of travelers, which is covered in passenger
travel items. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism
Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.XPND.CD\",\"name\":\"International
tourism, expenditures (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism expenditures
are expenditures of international outbound visitors in other countries, including
payments to foreign carriers for international transport. These expenditures
may include those by residents traveling abroad as same-day visitors, except
in cases where these are important enough to justify separate classification.
For some countries they do not include expenditures for passenger transport
items. Data are in current U.S. dollars.\",\"sourceOrganization\":\"World
Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism
Statistics and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"ST.INT.XPND.MP.ZS\",\"name\":\"International
tourism, expenditures (% of total imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"International tourism expenditures
are expenditures of international outbound visitors in other countries, including
payments to foreign carriers for international transport. These expenditures
may include those by residents traveling abroad as same-day visitors, except
in cases where these are important enough to justify separate classification.
For some countries they do not include expenditures for passenger transport
items. Their share in imports is calculated as a ratio to imports of goods
and services, which comprise all transactions between residents of a country
and the rest of the world involving a change of ownership from nonresidents
to residents of general merchandise, goods sent for processing and repairs,
nonmonetary gold, and services.\",\"sourceOrganization\":\"World Tourism Organization,
Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data
files, and IMF and World Bank imports estimates.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"STL_JP_CROLL\",\"name\":\"Steel
cr coilsheet, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Cold-rolled coil\\/sheet
(Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"sourceOrganization\":\"Japan
Metal Bulletin, World Bank.\",\"topics\":[]},{\"id\":\"STL_JP_HROLL\",\"name\":\"Steel
hr coilsheet, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Hot-rolled coil\\/sheet
(Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"sourceOrganization\":\"Japan
Metal Bulletin, World Bank.\",\"topics\":[]},{\"id\":\"STL_JP_REBAR\",\"name\":\"Steel,
rebar, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Rebar (concrete Reinforcing
bars) (Japan) producers' export contracts (3 to 12 months terms) fob mainly
to Asia\",\"sourceOrganization\":\"Japan Metal Bulletin, World Bank.\",\"topics\":[]},{\"id\":\"STL_JP_WIROD\",\"name\":\"Steel
wire rod, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Wire ord (Japan) producers'
export contracts (3 to 12 months terms) fob mainly to Asia\",\"sourceOrganization\":\"Japan
Metal Bulletin, World Bank.\",\"topics\":[]},{\"id\":\"SUGAR_EU\",\"name\":\"Sugar,
EU, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Sugar (EU), European Union negotiated
import price for raw unpackaged sugar from African, Caribbean and Pacific
(ACP) under Lome Conventions, c.I.f. European ports\",\"sourceOrganization\":\"International
Monetary Fund; World Bank.\",\"topics\":[]},{\"id\":\"SUGAR_US\",\"name\":\"Sugar,
US, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Sugar (US), nearby futures contract,
c.i.f. \",\"sourceOrganization\":\"Bloomberg, World Bank.\",\"topics\":[]},{\"id\":\"SUGAR_WLD\",\"name\":\"Sugar,
world, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Sugar (world), International
Sugar Agreement (ISA) daily price, raw, f.o.b. and stowed at greater Caribbean
ports\",\"sourceOrganization\":\"International Sugar Organization; Thomson
Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"TEA_AVG\",\"name\":\"Tea,
acutions (3) average, cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"Tea , average three
auctions, arithmetic average of quotations at Kolkata, Colombo and Mombasa\\/Nairobi.\",\"sourceOrganization\":\"World
Bank.\",\"topics\":[]},{\"id\":\"TEA_COLOMBO\",\"name\":\"Tea, Colombo auctions,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Tea (Colombo auctions), Sri
Lankan origin, all tea, arithmetic average of weekly quotes.\",\"sourceOrganization\":\"International
Tea Committee; Sri Lanka Tea Board; Tea Broker's Association of London; World
Bank.\",\"topics\":[]},{\"id\":\"TEA_KOLKATA\",\"name\":\"Tea, Kokata auctions,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Tea (Kolkata auctions), leaf,
include excise duty, arithmetic average of weekly quotes.\",\"sourceOrganization\":\"International
Tea Committee; Tea Board of India; Tea Broker's Association of London; World
Bank.\",\"topics\":[]},{\"id\":\"TEA_MOMBASA\",\"name\":\"Tea, Mombasa auctions,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Tea (Mombasa\\/Nairobi auctions),
African origin, all tea, arithmetic average of weekly quotes.\",\"sourceOrganization\":\"International
Tea Committee; African Tea Brokers Ltd.; Tea Broker's Association of London;
World Bank.\",\"topics\":[]},{\"id\":\"TG.VAL.TOTL.GD.ZS\",\"name\":\"Merchandise
trade (% of GDP)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise trade as a share of GDP is the
sum of merchandise exports and imports divided by the value of GDP, all in
current U.S. dollars.\",\"sourceOrganization\":\"World Trade Organization,
and World Bank GDP estimates.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TIN\",\"name\":\"Tin,
cents\\/kg, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic
Monitor (GEM) Commodities\"},\"sourceNote\":\"Tin (LME), refined, 99.85% purity,
settlement price\",\"sourceOrganization\":\"Platts Metals Week, Engineering
and Mining Journal; Thomson Reuters Datastream; World Bank.\",\"topics\":[]},{\"id\":\"TM.CONC.DIV.NO\",\"name\":\"Number
of product (imports)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Number of products (at SITC, Revision 3, 3-digit
group level) imported by country or country grouping; this figure includes
only those products that are greater than 100,000 dollars or more than 0.3
per cent of the country\u2019s or country group\u2019s total imports. The
maximum number of products is 261.\",\"sourceOrganization\":\"UNCTAD Statistical
Office, also reported in the UNCTAD Handbook of Statistics, various issues
(http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TM.CONC.IND.XQ\",\"name\":\"Import
product concentration index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the Herfindahl-Hirschmann
index measure of the degree of import concentration within a country. The
sectoral Hirschmann index is defined as the square root of the sum of the
squared shares of exports of each industry in total exports for the region
under study. Takes a value between 0 and 1, with 1 indicating that only a
single product is exported. Higher values indicate that imports are concentrated
in fewer sectors. On the contrary, values closer to 0 reflect a more equal
distribution of market shares among importers. Note that this type of concentration
indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices,
in a way that commodity price rises make commodity importers look more concentrated.
\ \",\"sourceOrganization\":\"UNCTAD Statistical Office, also reported in
the UNCTAD Handbook of Statistics, various issues (http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TM.DIV.IND.XQ\",\"name\":\"Import
product diversification index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The diversification index signals
whether the structure of imports by product of a given country or group of
countries differ from the structure of product of the world. Diversification
index that ranges from 0 to 1 reveals the extent of the differences between
the structure of trade of the country or country group and the world average.
The index value closer to 1 indicates a bigger difference from the world average.
It is constructed as the inverse of a Herfindahl index, using disaggregated
exports at 4 digits (following the STIC3). This index is a modified Finger-Kreinin
measure of similarity in trade. For more information, please consult the article
of Finger, J. M. and M. E. Kreinin (1979), \u201CA measure of \u2018export
similarity\u2019 and its possible uses\u201D in the Economic Journal , 89:
905-12.\",\"sourceOrganization\":\"UNCTAD Statistical Office, also reported
in the UNCTAD Handbook of Statistics, various issues (http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TM.GATS.XD\",\"name\":\"General
Agreement on Trade in Services (GATS) Commitments Index, all service sectors
(0 least liberal to 100 most liberal)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator measures the extent
of General Agreement on Trade in Services (GATS) commitments for all 155 services
sub-sectors as classified by the GATS and in the four modes of the GATS. Each
entry in the country\u2019s schedule is assigned scores based on its relative
restrictiveness, using a criteria set out by Bernard Hoekman\u2019s methodology.
\ That resulted in 1,240 scores, ranging from 0 (unbound or no commitments)
to 100 (completely liberalized), with an intermediate value of 50 for partial
commitments. A simple average of the subsectoral scores were used to generate
aggregate sectoral scores (for the 12 main services sectors as classified
by the GATS), modes scores, and market access and national treatment scores.
The overall 12 GATS commitment index is a simple average of the sectoral indices.
\ Disaggregated indices are available for Market Access and National Treatment
and for twelve subsectors: business services, communication services, construction
and engineering services, distribution services, educational services, environmental
services, financial services, health services, tourism services, recreational
and cultural services, transport services, and other services. \",\"sourceOrganization\":\"GATS
commitment schedules in the WTO, as scored by the World Bank Institute WTI
2008 team. Scoring and Sectoral weights follow Bernard Hoekman, Tentative
First Steps: An assessment of the Uruguay Round Agreement on Services. Finance
and Private Sector Dev\",\"topics\":[]},{\"id\":\"TM.MRC.NOTX.DV.ZS\",\"name\":\"Goods
(excluding arms) admitted free of tariffs from developing countries (% total
merchandise imports excluding arms)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"It is the proportion of duty free imports
(excluding arms) into developed countries from developing and least developed
countries. For the purpose of calculating this indicator, Japan in Asia, Canada
and the United States in North America, Australia and New Zealand in Oceania
and Iceland, Norway, Switzerland and the EU (25 countries included since 2004)
in Europe are considered \u201Cdeveloped\u201D regions or areas, following
the common accepted practice used for MDG indicators. Developing countries
are those not listed as developed or transition countries. The list of least
developed countries (LDCs) has been agreed by the General Assembly, on the
recommendation of the Committee for Development Policy, Economic and Social
Council. \",\"sourceOrganization\":\"United Nations Conference on Trade and
Development, World Trade Organization, and International Trade Center. Data
are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.MRC.NOTX.LD.ZS\",\"name\":\"Goods (excluding
arms) admitted free of tariffs from least developed countries (% total merchandise
imports excluding arms)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium
Development Goals\"},\"sourceNote\":\"It is the proportion of duty free imports
(excluding arms) into developed countries from developing and least developed
countries. For the purpose of calculating this indicator, Japan in Asia, Canada
and the United States in North America, Australia and New Zealand in Oceania
and Iceland, Norway, Switzerland and the EU (25 countries included since 2004)
in Europe are considered \u201Cdeveloped\u201D regions or areas, following
the common accepted practice used for MDG indicators. Developing countries
are those not listed as developed or transition countries. The list of least
developed countries (LDCs) has been agreed by the General Assembly, on the
recommendation of the Committee for Development Policy, Economic and Social
Council.\",\"sourceOrganization\":\"United Nations Conference on Trade and
Development, World Trade Organization, and International Trade Center. Data
are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.PRI.MRCH.XD.WB\",\"name\":\"Merchandise
import price index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total merchandise imports price index with
1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.PRI.NFSV.XU\",\"name\":\"Import
price index, (nonfactor) services\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Measuring changes in the aggregate
price level of a country's non-factor services imports c.i.f. over time with
1987 price index=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.ENGY.XD.WB\",\"name\":\"Import
volume index, POL and other energy\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Petroleum and other energy products
imports volume index with 1987=100. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.FOOD.XD.WB\",\"name\":\"Import
volume index, food\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total food imports volume index with 1987=100.
\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.KGDS.XD.WB\",\"name\":\"Import
volume index, capital goods\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Capital goods imports volume index
with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.MRCH.XD.WB\",\"name\":\"Merchandise
import volume index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total merchandise imports volume index with
1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.MRCH.XD.WD\",\"name\":\"Import
volume index (2000 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Import volume indexes are derived from UNCTAD's
volume index series and are the ratio of the import value indexes to the corresponding
unit value indexes. Unit value indexes are based on data reported by countries
that demonstrate consistency under UNCTAD quality controls, supplemented by
UNCTAD\u2019s estimates using the previous year\u2019s trade values at the
Standard International Trade Classification three-digit level as weights.
To improve data coverage, especially for the latest periods, UNCTAD constructs
a set of average prices indexes at the three-digit product classification
of the Standard International Trade Classification revision 3 using UNCTAD\u2019s
Commodity Price Statistics, interna\xADtional and national sources, and UNCTAD
secretariat estimates and calculates unit value indexes at the country level
using the current year\u2019s trade values as weights. For economies for which
UNCTAD does not publish data, the import volume indexes (lines 73) in the
IMF's International Financial Statistics are used.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, Handbook of Statistics and data
files, and International Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.QTY.NFCG.XD.WB\",\"name\":\"Import
volume index, other consumer goods\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Other consumer goods imports volume
index with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.NFSV.XD\",\"name\":\"Import
volume index, (nonfactor) services\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of (non-factor) services.
Data; Volume index with 1987=100. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"TM.QTY.RAWM.XD.WB\",\"name\":\"Import
volume index, manufactures\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Manufacture goods imports volume
index with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.RAWP.XD.WB\",\"name\":\"Import
volume index, primary goods\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Primary goods imports volume index
with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.QTY.RAWT.XD.WB\",\"name\":\"Import
volume index, intermediate goods\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Intermediate goods imports volume
index with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.TAX.AGRI.CD.DV\",\"name\":\"Average
tariffs imposed by developed countries on agricultural products from developing
countries (%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"It is the average tariffs imposed by developed countries
on subsets of selected items (agricultural products, textile and clothing
exports) that are deemed to be of interest to developing countries. For the
purpose of calculating this indicator, Japan in Asia, Canada and the United
States in North America, Australia and New Zealand in Oceania and Iceland,
Norway, Switzerland and the EU (25 countries included since 2004) in Europe
are considered \u201Cdeveloped\u201D regions or areas, following the common
accepted practice used for MDG indicators. Developing countries are those
not listed as developed or transition countries. The list of least developed
countries (LDCs) has been agreed by the General Assembly, on the recommendation
of the Committee for Development Policy, Economic and Social Council. Agricultural,
clothing and textile groups follow the definition in WTO agreements based
on the Harmonized System 1992, transposed to current versions by WTO Secretariat.
Agricultural products correspond to Harmonized System 1992, chapters 01 to
24 less fish and fish products (chap. 03); in addition to parts of chapters
29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50
to 60. The bulk of clothing products are found in chapters 61-63.\\u000a\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, World Trade Organization, and
International Trade Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.TAX.AGRI.CD.LD\",\"name\":\"Average tariffs
imposed by developed countries on agricultural products from least developed
countries (%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"It is the average tariffs imposed by developed countries
on subsets of selected items (agricultural products, textile and clothing
exports) that are deemed to be of interest to developing countries. For the
purpose of calculating this indicator, Japan in Asia, Canada and the United
States in North America, Australia and New Zealand in Oceania and Iceland,
Norway, Switzerland and the EU (25 countries included since 2004) in Europe
are considered \u201Cdeveloped\u201D regions or areas, following the common
accepted practice used for MDG indicators. Developing countries are those
not listed as developed or transition countries. The list of least developed
countries (LDCs) has been agreed by the General Assembly, on the recommendation
of the Committee for Development Policy, Economic and Social Council. Agricultural,
clothing and textile groups follow the definition in WTO agreements based
on the Harmonized System 1992, transposed to current versions by WTO Secretariat.
Agricultural products correspond to Harmonized System 1992, chapters 01 to
24 less fish and fish products (chap. 03); in addition to parts of chapters
29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50
to 60. The bulk of clothing products are found in chapters 61-63.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, World Trade Organization, and
International Trade Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.TAX.CLTH.CD.DV\",\"name\":\"Average tariffs
imposed by developed countries on clothing products from developing countries
(%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development Goals\"},\"sourceNote\":\"It
is the average tariffs imposed by developed countries on subsets of selected
items (agricultural products, textile and clothing exports) that are deemed
to be of interest to developing countries. For the purpose of calculating
this indicator, Japan in Asia, Canada and the United States in North America,
Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and
the EU (25 countries included since 2004) in Europe are considered \u201Cdeveloped\u201D
regions or areas, following the common accepted practice used for MDG indicators.
Developing countries are those not listed as developed or transition countries.
The list of least developed countries (LDCs) has been agreed by the General
Assembly, on the recommendation of the Committee for Development Policy, Economic
and Social Council. Agricultural, clothing and textile groups follow the definition
in WTO agreements based on the Harmonized System 1992, transposed to current
versions by WTO Secretariat. Agricultural products correspond to Harmonized
System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in
addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is
mainly covered in chapters 50 to 60. The bulk of clothing products are found
in chapters 61-63.\\u000a\",\"sourceOrganization\":\"United Nations Conference
on Trade and Development, World Trade Organization, and International Trade
Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.TAX.CLTH.CD.LD\",\"name\":\"Average tariffs
imposed by developed countries on clothing products from least developed countries
(%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development Goals\"},\"sourceNote\":\"It
is the average tariffs imposed by developed countries on subsets of selected
items (agricultural products, textile and clothing exports) that are deemed
to be of interest to developing countries. For the purpose of calculating
this indicator, Japan in Asia, Canada and the United States in North America,
Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and
the EU (25 countries included since 2004) in Europe are considered \u201Cdeveloped\u201D
regions or areas, following the common accepted practice used for MDG indicators.
Developing countries are those not listed as developed or transition countries.
The list of least developed countries (LDCs) has been agreed by the General
Assembly, on the recommendation of the Committee for Development Policy, Economic
and Social Council. Agricultural, clothing and textile groups follow the definition
in WTO agreements based on the Harmonized System 1992, transposed to current
versions by WTO Secretariat. Agricultural products correspond to Harmonized
System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in
addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is
mainly covered in chapters 50 to 60. The bulk of clothing products are found
in chapters 61-63.\\u000a\",\"sourceOrganization\":\"United Nations Conference
on Trade and Development, World Trade Organization, and International Trade
Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.TAX.MANF.B.ZS\",\"name\":\"Tariff barriers,
share of lines bound, manufactured products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s tariff schedule bound subject to WTO
Negotiation Agreements. Expressed as a percentage of total lines. As calculated
by the World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD
TRAINS database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.MANF.BC.ZS\",\"name\":\"Binding
coverage, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Binding coverage is the percentage
of product lines with an agreed bound rate. Bound rates result from trade
negotiations incorporated into a country's schedule of concessions and are
thus enforceable. Manufactured products are commodities classified in SITC
revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.BR.ZS\",\"name\":\"Bound
rate, simple mean, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean bound rate is the unweighted
average of all the lines in the tariff schedule in which bound rates have
been set. Bound rates result from trade negotiations incorporated into a country's
schedule of concessions and are thus enforceable. Manufactured products are
commodities classified in SITC revision 3 sections 5-8 excluding division
68.\",\"sourceOrganization\":\"World Bank staff estimates using the World
Integrated Trade Solution system, based on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.DM.ZS\",\"name\":\"Tariff
barriers, dispersion around the mean, manufactured products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator is calculated as
the coefficient of variation of the applied tariff rates including preferential
rates that a country applies to its trading partners available at HS 6-digit
product level in a country\u2019s customs schedule. As calculated by the
World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD TRAINS
database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.MANF.DP.ZS\",\"name\":\"Tariff
barriers, share of lines domestic peaks, manufactured products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s MFN tariff schedule with the value above
3 times the simple average tariff. Expressed as a percentage of total lines.
\ These shares are also reported disaggregated for agricultural goods and
non-agricultural goods. \",\"sourceOrganization\":\"United Nations Conference
on Trade and Development (UNCTD) and the World Trade Organization.\",\"topics\":[]},{\"id\":\"TM.TAX.MANF.IP.ZS\",\"name\":\"Share
of tariff lines with international peaks, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with international
peaks is the share of lines in the tariff schedule with tariff rates that
exceed 15 percent. It provides an indication of how selectively tariffs are
applied. Manufactured products are commodities classified in SITC revision
3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World Bank
staff estimates using the World Integrated Trade Solution system, based on
data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.SM.AR.ZS\",\"name\":\"Tariff
rate, applied, simple mean, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean applied tariff is the
unweighted average of effectively applied rates for all products subject to
tariffs calculated for all traded goods. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups. Effectively applied tariff rates at the six- and
eight-digit product level are averaged for products in each commodity group.
When the effectively applied rate is unavailable, the most favored nation
rate is used instead. To the extent possible, specific rates have been converted
to their ad valorem equivalent rates and have been included in the calculation
of simple mean tariffs. Manufactured products are commodities classified in
SITC revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.SM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, simple mean, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean most favored nation
tariff rate is the unweighted average of most favored nation rates for all
products subject to tariffs calculated for all traded goods. Data are classified
using the Harmonized System of trade at the six- or eight-digit level. Tariff
line data were matched to Standard International Trade Classification (SITC)
revision 3 codes to define commodity groups. Manufactured products are commodities
classified in SITC revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.SR.ZS\",\"name\":\"Share
of tariff lines with specific rates, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with specific
rates is the share of lines in the tariff schedule that are set on a per unit
basis or that combine ad valorem and per unit rates. It shows the extent to
which countries use tariffs based on physical quantities or other, non-ad
valorem measures. Manufactured products are commodities classified in SITC
revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.WM.AR.ZS\",\"name\":\"Tariff
rate, applied, weighted mean, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean applied tariff is
the average of effectively applied rates weighted by the product import shares
corresponding to each partner country. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups and import weights. To the extent possible, specific
rates have been converted to their ad valorem equivalent rates and have been
included in the calculation of weighted mean tariffs. Import weights were
calculated using the United Nations Statistics Division's\\u000aCommodity
Trade (Comtrade) database. Effectively applied tariff rates at the six- and
eight-digit product level are averaged for products in each commodity group.
When the effectively applied rate is unavailable, the most favored nation
rate is used instead. Manufactured products are commodities classified in
SITC revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MANF.WM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, weighted mean, manufactured products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean most favored nations
tariff is the average of most favored nation rates weighted by the product
import shares corresponding to each partner country. Data are classified using
the Harmonized System of trade at the six- or eight-digit level. Tariff line
data were matched to Standard International Trade Classification (SITC) revision
3 codes to define commodity groups and import weights. Import weights were
calculated using the United Nations Statistics Division's Commodity Trade
(Comtrade) database. Manufactured products are commodities classified in SITC
revision 3 sections 5-8 excluding division 68.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.B.ZS\",\"name\":\"Tariff
barriers, share of lines bound, all products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s tariff schedule bound subject to WTO
Negotiation Agreements. Expressed as a percentage of total lines. As calculated
by the World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD
TRAINS database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.MRCH.BC.ZS\",\"name\":\"Binding
coverage, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Binding coverage is the percentage of product
lines with an agreed bound rate. Bound rates result from trade negotiations
incorporated into a country's schedule of concessions and are thus enforceable.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.BR.ZS\",\"name\":\"Bound
rate, simple mean, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean bound rate is the unweighted
average of all the lines in the tariff schedule in which bound rates have
been set. Bound rates result from trade negotiations incorporated into a country's
schedule of concessions and are thus enforceable.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.DM.ZS\",\"name\":\"Tariff
barriers, dispersion around the mean, all products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator is calculated as
the coefficient of variation of the applied tariff rates including preferential
rates that a country applies to its trading partners available at HS 6-digit
product level in a country\u2019s customs schedule. As calculated by the
World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD TRAINS
database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.MRCH.DP.ZS\",\"name\":\"Tariff
barriers, share of lines domestic peaks, all products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s MFN tariff schedule with the value above
3 times the simple average tariff. Expressed as a percentage of total lines.
\ These shares are also reported disaggregated for agricultural goods and
non-agricultural goods. \",\"sourceOrganization\":\"United Nations Conference
on Trade and Development (UNCTD) and the World Trade Organization.\",\"topics\":[]},{\"id\":\"TM.TAX.MRCH.IP.ZS\",\"name\":\"Share
of tariff lines with international peaks, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with international
peaks is the share of lines in the tariff schedule with tariff rates that
exceed 15 percent. It provides an indication of how selectively tariffs are
applied.\",\"sourceOrganization\":\"World Bank staff estimates using the World
Integrated Trade Solution system, based on data from United Nations Conference
on Trade and Development's Trade Analysis and Information System (TRAINS)
database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.SM.AR.ZS\",\"name\":\"Tariff
rate, applied, simple mean, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean applied tariff is the
unweighted average of effectively applied rates for all products subject to
tariffs calculated for all traded goods. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups. Effectively applied tariff rates at the six- and
eight-digit product level are averaged for products in each commodity group.
When the effectively applied rate is unavailable, the most favored nation
rate is used instead. To the extent possible, specific rates have been converted
to their ad valorem equivalent rates and have been included in the calculation
of simple mean tariffs.\",\"sourceOrganization\":\"World Bank staff estimates
using the World Integrated Trade Solution system, based on data from United
Nations Conference on Trade and Development's Trade Analysis and Information
System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated
Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.SM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, simple mean, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean most favored nation
tariff rate is the unweighted average of most favored nation rates for all
products subject to tariffs calculated for all traded goods. Data are classified
using the Harmonized System of trade at the six- or eight-digit level. Tariff
line data were matched to Standard International Trade Classification (SITC)
revision 3 codes to define commodity groups.\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.SR.ZS\",\"name\":\"Share
of tariff lines with specific rates, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with specific
rates is the share of lines in the tariff schedule that are set on a per unit
basis or that combine ad valorem and per unit rates. It shows the extent to
which countries use tariffs based on physical quantities or other, non-ad
valorem measures.\",\"sourceOrganization\":\"World Bank staff estimates using
the World Integrated Trade Solution system, based on data from United Nations
Conference on Trade and Development's Trade Analysis and Information System
(TRAINS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.WM.AR.ZS\",\"name\":\"Tariff
rate, applied, weighted mean, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean applied tariff is
the average of effectively applied rates weighted by the product import shares
corresponding to each partner country. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups and import weights. To the extent possible, specific
rates have been converted to their ad valorem equivalent rates and have been
included in the calculation of weighted mean tariffs. Import weights were
calculated using the United Nations Statistics Division's Commodity Trade
(Comtrade) database. Effectively applied tariff rates at the six- and eight-digit
product level are averaged for products in each commodity group. When the
effectively applied rate is unavailable, the most favored nation rate is used
instead.\",\"sourceOrganization\":\"World Bank staff estimates using the World
Integrated Trade Solution system, based on data from United Nations Conference
on Trade and Development's Trade Analysis and Information System (TRAINS)
database and the World Trade Organization\u2019s (WTO) Integrated Data Base
(IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.MRCH.WM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, weighted mean, all products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean most favored nations
tariff is the average of most favored nation rates weighted by the product
import shares corresponding to each partner country. Data are classified using
the Harmonized System of trade at the six- or eight-digit level. Tariff line
data were matched to Standard International Trade Classification (SITC) revision
3 codes to define commodity groups and import weights. Import weights were
calculated using the United Nations Statistics Division's Commodity Trade
(Comtrade) database.\",\"sourceOrganization\":\"World Bank staff estimates
using the World Integrated Trade Solution system, based on data from United
Nations Conference on Trade and Development's Trade Analysis and Information
System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated
Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.B.ZS\",\"name\":\"Tariff
barriers, share of lines bound, primary products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s tariff schedule bound subject to WTO
Negotiation Agreements. Expressed as a percentage of total lines. As calculated
by the World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD
TRAINS database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.TCOM.BC.ZS\",\"name\":\"Binding
coverage, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Binding coverage is the percentage
of product lines with an agreed bound rate. Bound rates result from trade
negotiations incorporated into a country's schedule of concessions and are
thus enforceable. Primary products are commodities classified in SITC revision
3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.BR.ZS\",\"name\":\"Bound
rate, simple mean, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean bound rate is the unweighted
average of all the lines in the tariff schedule in which bound rates have
been set. Bound rates result from trade negotiations incorporated into a country's
schedule of concessions and are thus enforceable. Primary products are commodities
classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from World Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.DM.ZS\",\"name\":\"Tariff
barriers, dispersion around the mean, primary products (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator is calculated as
the coefficient of variation of the applied tariff rates including preferential
rates that a country applies to its trading partners available at HS 6-digit
product level in a country\u2019s customs schedule. As calculated by the
World Bank Institute WTI 2008 team. \",\"sourceOrganization\":\"UNCTAD TRAINS
database through WITS until 2006, then ITC database.\",\"topics\":[]},{\"id\":\"TM.TAX.TCOM.DP.ZS\",\"name\":\"Tariff
barriers, share of lines domestic peaks, primary (%)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the total
share of lines in the country\u2019s MFN tariff schedule with the value above
3 times the simple average tariff. Expressed as a percentage of total lines.
\ These shares are also reported disaggregated for agricultural goods and
non-agricultural goods. \",\"sourceOrganization\":\"United Nations Conference
on Trade and Development (UNCTD) and the World Trade Organization.\",\"topics\":[]},{\"id\":\"TM.TAX.TCOM.IP.ZS\",\"name\":\"Share
of tariff lines with international peaks, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with international
peaks is the share of lines in the tariff schedule with tariff rates that
exceed 15 percent. It provides an indication of how selectively tariffs are
applied. Primary products are commodities classified in SITC revision 3 sections
0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.SM.AR.ZS\",\"name\":\"Tariff
rate, applied, simple mean, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean applied tariff is the
unweighted average of effectively applied rates for all products subject to
tariffs calculated for all traded goods. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups. Effectively applied tariff rates at the six- and
eight-digit product level are averaged for products in each commodity group.
When the effectively applied rate is unavailable, the most favored nation
rate is used instead. To the extent possible, specific rates have been converted
to their ad valorem equivalent rates and have been included in the calculation
of simple mean tariffs. Primary products are commodities classified in SITC
revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.SM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, simple mean, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Simple mean most favored nation
tariff rate is the unweighted average of most favored nation rates for all
products subject to tariffs calculated for all traded goods. Data are classified
using the Harmonized System of trade at the six- or eight-digit level. Tariff
line data were matched to Standard International Trade Classification (SITC)
revision 3 codes to define commodity groups. Primary products are commodities
classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.SR.ZS\",\"name\":\"Share
of tariff lines with specific rates, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Share of tariff lines with specific
rates is the share of lines in the tariff schedule that are set on a per unit
basis or that combine ad valorem and per unit rates. It shows the extent to
which countries use tariffs based on physical quantities or other, non-ad
valorem measures. Primary products are commodities classified in SITC revision
3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.WM.AR.ZS\",\"name\":\"Tariff
rate, applied, weighted mean, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean applied tariff is
the average of effectively applied rates weighted by the product import shares
corresponding to each partner country. Data are classified using the Harmonized
System of trade at the six- or eight-digit level. Tariff line data were matched
to Standard International Trade Classification (SITC) revision 3 codes to
define commodity groups and import weights. To the extent possible, specific
rates have been converted to their ad valorem equivalent rates and have been
included in the calculation of weighted mean tariffs. Import weights were
calculated using the United Nations Statistics Division's Commodity Trade
(Comtrade) database. Effectively applied tariff rates at the six- and eight-digit
product level are averaged for products in each commodity group. When the
effectively applied rate is unavailable, the most favored nation rate is used
instead. Primary products are commodities classified in SITC revision 3 sections
0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TCOM.WM.FN.ZS\",\"name\":\"Tariff
rate, most favored nation, weighted mean, primary products (%)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Weighted mean most favored nations
tariff is the average of most favored nation rates weighted by the product
import shares corresponding to each partner country. Data are classified using
the Harmonized System of trade at the six- or eight-digit level. Tariff line
data were matched to Standard International Trade Classification (SITC) revision
3 codes to define commodity groups and import weights. Import weights were
calculated using the United Nations Statistics Division's Commodity Trade
(Comtrade) database. Primary products are commodities classified in SITC revision
3 sections 0-4 plus division 68 (nonferrous metals).\",\"sourceOrganization\":\"World
Bank staff estimates using the World Integrated Trade Solution system, based
on data from United Nations Conference on Trade and Development's Trade Analysis
and Information System (TRAINS) database and the World Trade Organization\u2019s
(WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.TAX.TXTL.CD.DV\",\"name\":\"Average
tariffs imposed by developed countries on textile products from developing
countries (%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development
Goals\"},\"sourceNote\":\"It is the average tariffs imposed by developed countries
on subsets of selected items (agricultural products, textile and clothing
exports) that are deemed to be of interest to developing countries. For the
purpose of calculating this indicator, Japan in Asia, Canada and the United
States in North America, Australia and New Zealand in Oceania and Iceland,
Norway, Switzerland and the EU (25 countries included since 2004) in Europe
are considered \u201Cdeveloped\u201D regions or areas, following the common
accepted practice used for MDG indicators. Developing countries are those
not listed as developed or transition countries. The list of least developed
countries (LDCs) has been agreed by the General Assembly, on the recommendation
of the Committee for Development Policy, Economic and Social Council. Agricultural,
clothing and textile groups follow the definition in WTO agreements based
on the Harmonized System 1992, transposed to current versions by WTO Secretariat.
Agricultural products correspond to Harmonized System 1992, chapters 01 to
24 less fish and fish products (chap. 03); in addition to parts of chapters
29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50
to 60. The bulk of clothing products are found in chapters 61-63.\\u000a\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, World Trade Organization, and
International Trade Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.TAX.TXTL.CD.LD\",\"name\":\"Average tariffs
imposed by developed countries on textile products from least developed countries
(%)\",\"source\":{\"id\":\"19\",\"value\":\"Millennium Development Goals\"},\"sourceNote\":\"It
is the average tariffs imposed by developed countries on subsets of selected
items (agricultural products, textile and clothing exports) that are deemed
to be of interest to developing countries. For the purpose of calculating
this indicator, Japan in Asia, Canada and the United States in North America,
Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and
the EU (25 countries included since 2004) in Europe are considered \u201Cdeveloped\u201D
regions or areas, following the common accepted practice used for MDG indicators.
Developing countries are those not listed as developed or transition countries.
The list of least developed countries (LDCs) has been agreed by the General
Assembly, on the recommendation of the Committee for Development Policy, Economic
and Social Council. Agricultural, clothing and textile groups follow the definition
in WTO agreements based on the Harmonized System 1992, transposed to current
versions by WTO Secretariat. Agricultural products correspond to Harmonized
System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in
addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is
mainly covered in chapters 50 to 60. The bulk of clothing products are found
in chapters 61-63.\\u000a\",\"sourceOrganization\":\"United Nations Conference
on Trade and Development, World Trade Organization, and International Trade
Center. Data are available online at: www.mdg-trade.org.\",\"topics\":[{\"id\":\"18\",\"value\":\"Millenium
development goals\"}]},{\"id\":\"TM.VAL.AGRI.ZS.UN\",\"name\":\"Agricultural
raw materials imports (% of merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural raw materials comprise
SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude
fertilizers and minerals excluding coal, petroleum, and precious stones),
and 28 (metalliferous ores and scrap).\",\"sourceOrganization\":\"World Bank
staff estimates from the Comtrade database maintained by the United Nations
Statistics Division.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture &
Rural Development \"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.ENGY.CD.WB\",\"name\":\"POL
and other energy imports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Petroleum and energy products imports
in current US dollars. Values are on cif (includes freight and insurance costs).
\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.ENGY.KD.WB\",\"name\":\"POL
and other energy imports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Petroleum and energy products imports,
cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"\\\"World
Bank country economists.\\u000d\\\"\",\"topics\":[]},{\"id\":\"TM.VAL.FOOD.CD.WB\",\"name\":\"Food
imports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Food imports, cif (includes freight and insurance
costs) in current US dollars. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"TM.VAL.FOOD.KD.WB\",\"name\":\"Food
imports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Food imports, cif (includes freight and insurance
costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.FOOD.ZS.UN\",\"name\":\"Food
imports (% of merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Food comprises the commodities
in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and
4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil
nuts, and oil kernels).\",\"sourceOrganization\":\"World Bank staff estimates
from the Comtrade database maintained by the United Nations Statistics Division.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.FUEL.ZS.UN\",\"name\":\"Fuel
imports (% of merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Fuels comprise the commodities
in SITC section 3 (mineral fuels).\",\"sourceOrganization\":\"World Bank staff
estimates from the Comtrade database maintained by the United Nations Statistics
Division.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining \"},{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.ICTG.ZS.UN\",\"name\":\"ICT
goods imports (% total goods imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Information and communication technology
goods imports include telecommunications, audio and video, computer and related
equipment; electronic components; and other information and communication
technology goods. Software is excluded.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development's UNCTADstat database at http:\\/\\/unctadstat.unctad.org\\/ReportFolders\\/reportFolders.aspx.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.INSF.ZS.WT\",\"name\":\"Insurance
and financial services (% of commercial service imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Insurance and financial services
cover freight insurance on goods imported and other direct insurance such
as life insurance; financial intermediation services such as commissions,
foreign exchange transactions, and brokerage services; and auxiliary services
such as financial market operational and regulatory services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.KGDS.CD.WB\",\"name\":\"Capital
goods imports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of capital goods in current
US dollars. Values are on cif (includes freight and insurance costs). \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.KGDS.KD.WB\",\"name\":\"Capital
goods imports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of capital goods, cif (includes
freight and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.MANF.ZS.UN\",\"name\":\"Manufactures
imports (% of merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Manufactures comprise the commodities
in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport
equipment), and 8 (miscellaneous manufactured goods), excluding division 68
(nonferrous metals).\",\"sourceOrganization\":\"World Bank staff estimates
from the Comtrade database maintained by the United Nations Statistics Division.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MMTL.ZS.UN\",\"name\":\"Ores
and metals imports (% of merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Ores and metals comprise commodities
in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores,
scrap); and 68 (non-ferrous metals).\",\"sourceOrganization\":\"World Bank
staff estimates from the Comtrade database maintained by the United Nations
Statistics Division.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining
\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.AL.ZS\",\"name\":\"Merchandise
imports from economies in the Arab World (% of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports from economies
in the Arab World are the sum of merchandise imports by the reporting economy
from economies in the Arab World. Data are expressed as a percentage of total
merchandise imports by the economy. Data are computed only if at least half
of the economies in the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.CD.WB\",\"name\":\"Merchandise
imports, WB (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total merchandise imports, cif (includes freight
and insurance costs) in current US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.MRCH.CD.WT\",\"name\":\"Merchandise
imports (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise imports show the c.i.f. value of
goods received from the rest of the world valued in current U.S. dollars.\",\"sourceOrganization\":\"World
Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.HI.ZS\",\"name\":\"Merchandise
imports from high-income economies (% of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports from high-income
economies are the sum of merchandise imports by the reporting economy from
high-income economies according to the World Bank classification of economies.
Data are expressed as a percentage of total merchandise imports by the economy.
Data are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.KD.WB\",\"name\":\"Merchandise
imports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Total merchandise imports, cif (includes freight
and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists. \",\"topics\":[]},{\"id\":\"TM.VAL.MRCH.OR.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies outside region (% of total merchandise
imports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
imports from low- and middle-income economies outside region are the sum of
merchandise imports by the reporting economy from other low- and middle-income
economies in other World Bank regions according to the World Bank classification
of economies. Data are in current U.S. dollars. Data are computed only if
at least half of the economies in the partner country group had non-missing
data.\",\"sourceOrganization\":\"World Bank staff estimates based data from
International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R1.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in East Asia & Pacific (% of
total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise imports from low- and middle-income
economies in East Asia and Pacific are the sum of merchandise imports by the
reporting economy from low- and middle-income economies in the East Asia and
Pacific region according to the World Bank classification of economies. Data
are expressed as a percentage of total merchandise imports by the economy.
Data are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R2.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in Europe & Central Asia (%
of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports from low- and
middle-income economies in Europe and Central Asia are the sum of merchandise
imports by the reporting economy from low- and middle-income economies in
the Europe and Central Asia region according to the World Bank classification
of economies. Data are expressed as a percentage of total merchandise imports
by the economy. Data are computed only if at least half of the economies in
the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R3.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in Latin America & the Caribbean
(% of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports from low- and
middle-income economies in Latin America and the Caribbean are the sum of
merchandise imports by the reporting economy from low- and middle-income economies
in the Latin America and the Caribbean region according to the World Bank
classification of economies. Data are expressed as a percentage of total merchandise
imports by the economy. Data are computed only if at least half of the economies
in the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R4.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in Middle East & North Africa
(% of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports from low- and
middle-income economies in Middle East and North Africa are the sum of merchandise
imports by the reporting economy from low- and middle-income economies in
the Middle East and North Africa region according to the World Bank classification
of economies. Data are expressed as a percentage of total merchandise imports
by the economy. Data are computed only if at least half of the economies in
the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R5.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in South Asia (% of total merchandise
imports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
imports from low- and middle-income economies in South Asia are the sum of
merchandise imports by the reporting economy from low- and middle-income economies
in the South Asia region according to the World Bank classification of economies.
Data are expressed as a percentage of total merchandise imports by the economy.
Data are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.R6.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies in Sub-Saharan Africa (% of
total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise imports from low- and middle-income
economies in Sub-Saharan Africa are the sum of merchandise imports by the
reporting economy from low- and middle-income economies in the Sub-Saharan
Africa region according to the World Bank classification of economies. Data
are expressed as a percentage of total merchandise imports by the economy.
Data are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.RS.ZS\",\"name\":\"Merchandise
imports by the reporting economy, residual (% of total merchandise imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports by the reporting
economy residuals are the total merchandise imports by the reporting economy
from the rest of the world as reported in the IMF's Direction of trade database,
less the sum of imports by the reporting economy from high-, low-, and middle-income
economies according to the World Bank classification of economies. Includes
trade with unspecified partners or with economies not covered by World Bank
classification. Data are as a percentage of total merchandise imports by the
economy.\",\"sourceOrganization\":\"World Bank staff estimates based data
from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.WL.CD\",\"name\":\"Merchandise
imports by the reporting economy (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise imports by the reporting
economy are the total merchandise imports by the reporting economy from the
rest of the world, as reported in the IMF's Direction of trade database. Data
are in current U.S. dollars.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.WR.ZS\",\"name\":\"Merchandise
imports from low- and middle-income economies within region (% of total merchandise
imports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
imports from low- and middle-income economies within region are the sum of
merchandise imports by the reporting economy from other low- and middle-income
economies in the same World Bank region according to the World Bank classification
of economies. Data are as a percentage of total merchandise imports by the
economy. Data are computed only if at least half of the economies in the partner
country group had non-missing data. No figures are shown for high-income economies,
because they are a separate category in the World Bank classification of economies.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.MRCH.XD.WD\",\"name\":\"Import
value index (2000 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Import value indexes are the current value
of imports (c.i.f.) converted to U.S. dollars and expressed as a percentage
of the average for the base period (2000). UNCTAD's import value indexes are
reported for most economies. For selected economies for which UNCTAD does
not publish data, the import value indexes are derived from import volume
indexes (line 73) and corresponding unit value indexes of imports (line 75)
in the IMF's International Financial Statistics.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, Handbook of Statistics and data
files, and International Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.NFCG.CD.WB\",\"name\":\"Other
consumer goods imports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Consumer goods imports, cif (includes
freight and insurance costs) in current dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.NFCG.KD.WB\",\"name\":\"Other
consumer goods imports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Consumer goods imports, cif (includes
freight and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.OTHR.ZS.WT\",\"name\":\"Computer,
communications and other services (% of commercial service imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Computer, communications and other
services (% of commercial service imports) include such activities as international
telecommunications, and postal and courier services; computer data; news-related
service transactions between residents and nonresidents; construction services;
royalties and license fees; miscellaneous business, professional, and technical
services; and personal, cultural, and recreational services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.RAWM.CD.WB\",\"name\":\"Intermediate
goods imports, manufactures (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of manufactures (SITC 5
through 9 excluding 68) in current US dollars. Values are on c.i.f. basis.
\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.RAWM.KD.WB\",\"name\":\"Intermediate
goods imports, manufactures (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Imports of manufactures (SITC 5
through 9 excluding 68) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.RAWP.CD.WB\",\"name\":\"Intermediate
goods imports, primary (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Primary goods imports, cif (includes
freight and insurance costs) in current US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.RAWP.KD.WB\",\"name\":\"Intermediate
goods imports, primary (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Primary goods imports, cif (includes
freight and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.RAWT.CD.WB\",\"name\":\"Intermediate
goods imports, total (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Intermediate goods imports, cif
(includes freight and insurance costs) current US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.RAWT.KD.WB\",\"name\":\"Intermediate
goods imports, total (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Intermediate goods imports, cif
(includes freight and insurance costs) in 1987 constant US dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TM.VAL.SERV.CD.WT\",\"name\":\"Commercial
service imports (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Commercial service imports are
total service imports minus imports of government services not included elsewhere.
International transactions in services are defined by the IMF's Balance of
Payments Manual (1993) as the economic output of intangible commodities that
may be produced, transferred, and consumed at the same time. Definitions may
vary among reporting economies.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.TRAN.ZS.WT\",\"name\":\"Transport
services (% of commercial service imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Transport services (% of commercial
service imports) covers all transport services (sea, air, land, internal waterway,
space, and pipeline) performed by residents of one economy for those of another
and involving the carriage of passengers, movement of goods (freight), rental
of carriers with crew, and related support and auxiliary services. Excluded
are freight insurance, which is included in insurance services; goods procured
in ports by nonresident carriers and repairs of transport equipment, which
are included in goods; repairs of railway facilities, harbors, and airfield
facilities, which are included in construction services; and rental of carriers
without crew, which is included in other services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TM.VAL.TRVL.ZS.WT\",\"name\":\"Travel
services (% of commercial service imports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Travel services (% of commercial
service imports) covers goods and services acquired from an economy by travelers
in that economy for their own use during visits of less than one year for
business or personal purposes. Travel services include the goods and services
consumed by travelers, such as lodging, meals, and transport (within the economy
visited).\",\"sourceOrganization\":\"International Monetary Fund, Balance
of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TOBAC_US\",\"name\":\"Tobacco,
$\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global Economic Monitor
(GEM) Commodities\"},\"sourceNote\":\"Tobacco (any origin), unmanufactured,
general import , cif, US\",\"sourceOrganization\":\"US Department of Agriculture,
World Bank.\",\"topics\":[]},{\"id\":\"TOTRESV\",\"name\":\"Total Reserves\",\"source\":{\"id\":\"15\",\"value\":\"Global
Economic Monitor\"},\"sourceNote\":\"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. \",\"sourceOrganization\":\"World
Bank staff calculations based on Datastream data.\",\"topics\":[]},{\"id\":\"TRAD.EXPT.BVTO\",\"name\":\"Export:
Beverages and tobacco (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.CHEM\",\"name\":\"Export: Chemical
and related products, nes (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.CRUD\",\"name\":\"Export: Crude
materials, inedible, except fuels (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.FLVSK\",\"name\":\"Export: Food
and Live Animals (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.FUEL\",\"name\":\"Export: Mineral
fuels, lubricants and related materials (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.MANF\",\"name\":\"Export: Manufactured
goods, classified chiefly by material (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.MANF.OTHR\",\"name\":\"Export:
Miscellaneous manufactures articles (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.MTRN\",\"name\":\"Export: Machinery
and transport equipment (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.OLFTW\",\"name\":\"Export: Animals
and vegetable oil, fat and waxes (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.EXPT.OTHR\",\"name\":\"Export: Commodities
and transaction not elsewhere classified (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.BVTO\",\"name\":\"Import: Beverages
and tobacco (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.CHEM\",\"name\":\"Import: Chemical
and related products, nes (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.CRUD\",\"name\":\"Import: Crude
materials, inedible, except fuels (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.FLVSK\",\"name\":\"Import: Food
and Live Animals (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.FUEL\",\"name\":\"Import: Mineral
fuels, lubricants and related materials (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.MANF\",\"name\":\"Import: Manufactured
goods, classified chiefly by material (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.MANF.OTHR\",\"name\":\"Import:
Miscellaneous manufactures articles (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.MTRN\",\"name\":\"Import: Machinery
and transport equipment (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.OLFTW\",\"name\":\"Import: Animals
and vegetable oil, fat and waxes (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TRAD.IMPT.OTHR\",\"name\":\"Import: Commodities
and transaction not elsewhere classified (province Level, in USD)\",\"source\":{\"id\":\"45\",\"value\":\"INDO-DAPOER\"},\"sourceNote\":\"\",\"sourceOrganization\":\"BADAN
PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National
Trade\",\"topics\":[]},{\"id\":\"TSP\",\"name\":\"TSP, $\\/mt, current$\",\"source\":{\"id\":\"21\",\"value\":\"Global
Economic Monitor (GEM) Commodities\"},\"sourceNote\":\"TSP (triple superphosphate),
up to September 2006 bulk, spot, f.o.b. US Gulf; from October 2006 onwards
Tunisian, granular, f.o.b.\",\"sourceOrganization\":\"Fertilizer Week; Fertilizer
International; World Bank.\",\"topics\":[]},{\"id\":\"TT.PRI.MRCH.XD.WB\",\"name\":\"Merchandise
Terms of Trade (1987 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Net barter (merchandise) terms
of trade (1987 = 100) are the ratio of the export price index to the corresponding
import price index measured relative to the base year of 1987. \",\"sourceOrganization\":\"
World Bank country economists.\",\"topics\":[]},{\"id\":\"TT.PRI.MRCH.XD.WD\",\"name\":\"Net
barter terms of trade index (2000 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Net barter terms of trade index
is calculated as the percentage ratio of the export unit value indexes to
the import unit value indexes, measured relative to the base year 2000. Unit
value indexes are based on data reported by countries that demonstrate consistency
under UNCTAD quality controls, supplemented by UNCTAD\u2019s estimates using
the previous year\u2019s trade values at the Standard International Trade
Classification three-digit level as weights. To improve data coverage, especially
for the latest periods, UNCTAD constructs a set of average prices indexes
at the three-digit product classification of the Standard International Trade
Classification revision 3 using UNCTAD\u2019s Commodity Price Statistics,
interna\xADtional and national sources, and UNCTAD secretariat estimates and
calculates unit value indexes at the country level using the current year\u2019s
trade values as weights.\",\"sourceOrganization\":\"United Nations Conference
on Trade and Development, Handbook of Statistics and data files, and International
Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.CONC.DIV.NO\",\"name\":\"Number
of product (exports)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Number of products (at SITC, Revision 3, 3-digit
group level) exported by country or country grouping; this figure includes
only those products that are greater than 100,000 dollars or more than 0.3
per cent of the country\u2019s or country group\u2019s total exports. The
maximum number of products is 261.\",\"sourceOrganization\":\"UNCTAD Statistical
Office, also reported in the UNCTAD Handbook of Statistics, various issues
(http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TX.CONC.IND.XQ\",\"name\":\"Export
product concentration index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This indicator reflects the Herfindahl-Hirschmann
index measure of the degree of export concentration within a country. The
sectoral Hirschmann index is defined as the square root of the sum of the
squared shares of exports of each industry in total exports for the region
under study. Takes a value between 0 and 1, with 1 indicating that only a
single product is exported. Higher values indicate that exports are concentrated
in fewer sectors. On the contrary, values closer to 0 reflect a more equal
distribution of market shares among exporters. Note that this type of concentration
indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices,
in a way that commodity price rises make commodity exporters look more concentrated.
\ \",\"sourceOrganization\":\"UNCTAD Statistical Office, also reported in
the UNCTAD Handbook of Statistics, various issues (http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TX.DIV.IND.XQ\",\"name\":\"Export
product diversification index\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"The diversification index signals
whether the structure of exports by product of a given country or group of
countries differ from the structure of product of the world. Diversification
index is computed by measuring absolute deviation of the country share from
world structure. Diversification index that ranges from 0 to 1 reveals the
extent of the differences between the structure of trade of the country or
country group and the world average. The index value closer to 1 indicates
a bigger difference from the world average. It is constructed as the inverse
of a Herfindahl index, using disaggregated exports at 4 digits (following
the STIC3). \",\"sourceOrganization\":\"UNCTAD Statistical Office, also reported
in the UNCTAD Handbook of Statistics, various issues (http:\\/\\/unctadstat.unctad.org\\/).\",\"topics\":[]},{\"id\":\"TX.DVR.MRKT.XQ\",\"name\":\"Market
export diversification index (0=less concentrated; 1=more concentrated)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"Market export diversification (Herfindahl) index
is a flow-weighted concentration index normalized to a range between 0 and
1--one being more concentrated. The share in total export of 220 potential
partners for each destination is used. Due to lack of some country's export
data, \\\"mirror data\\\" is used (partner's import from that country).\",\"sourceOrganization\":\"World
Bank staff estimates using UN Comtrade data through the WITS platform.\",\"topics\":[]},{\"id\":\"TX.DVR.PROD.XQ\",\"name\":\"Product
export diversification index (0=less concentrated; 1=more concentrated)\",\"source\":{\"id\":\"26\",\"value\":\"Corporate
Scorecard\"},\"sourceNote\":\"Product export diversification (Herfindahl)
index is a flow-weighted concentration index normalized to a range between
0 and 1--one being more concentrated. The Harmonized Commodity Description
and Coding System (HS) 6 digit product classification is used. Due to lack
of some country's export data, \\\"mirror data\\\" is used (partner's import
from that country).\",\"sourceOrganization\":\"World Bank staff estimates
using UN Comtrade data through the WITS platform.\",\"topics\":[]},{\"id\":\"TX.PRI.MRCH.XD.WB\",\"name\":\"Merchandise
export price index (1987 = 100)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This item is a price index measuring
changes in the aggregate price level of a country's merchandise exports f.o.b.
over time. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.PRI.NFSV.XU\",\"name\":\"Export
price index, (nonfactor) services\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"This item is a price index measuring
changes in the aggregate price level of a country's non-factor services exports
over time with 1987 price index=100. \",\"sourceOrganization\":\"World Bank
\ country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.COM1.XD.WB\",\"name\":\"Exports
of commodity 1 (volume index)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of commodity
1 with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.COM2.XD.WB\",\"name\":\"Exports
of commodity 2 (volume index)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of commodity
2 with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.COM3.XD.WB\",\"name\":\"Exports
of commodity 3 (volume index)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of commodity
3 with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.COM4.XD.WB\",\"name\":\"Exports
of commodity 4 (volume index)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of commodity
4 with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.MANF.XD.WB\",\"name\":\"Export
volume index, manufactures\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of manufactures
with 1987=100. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.MRCH.XD.WB\",\"name\":\"Merchandise
export volume index\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Merchandise exports volume index with 1987=100.
\",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.QTY.MRCH.XD.WD\",\"name\":\"Export
volume index (2000 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Export volume indexes are derived from UNCTAD's
volume index series and are the ratio of the export value indexes to the corresponding
unit value indexes. Unit value indexes are based on data reported by countries
that demonstrate consistency under UNCTAD quality controls, supplemented by
UNCTAD\u2019s estimates using the previous year\u2019s trade values at the
Standard International Trade Classification three-digit level as weights.
To improve data coverage, especially for the latest periods, UNCTAD constructs
a set of average prices indexes at the three-digit product classification
of the Standard International Trade Classification revision 3 using UNCTAD\u2019s
Commodity Price Statistics, interna\xADtional and national sources, and UNCTAD
secretariat estimates and calculates unit value indexes at the country level
using the current year\u2019s trade values as weights. For economies for which
UNCTAD does not publish data, the export volume indexes (lines 72) in the
IMF's International Financial Statistics are used.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development, Handbook of Statistics and data
files, and International Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.QTY.NFSV.XD\",\"name\":\"Export
volume index, (nonfactor) services\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of (non-factor) services.
Data; Volume index with 1987=100. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"TX.QTY.OCOM.XD.WB\",\"name\":\"Export
volume index, other primary commodities\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Export volume index of other primary
commodities with 1987=100. \",\"sourceOrganization\":\"World Bank country
economists.\",\"topics\":[]},{\"id\":\"TX.VAL.AGRI.ZS.UN\",\"name\":\"Agricultural
raw materials exports (% of merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Agricultural raw materials comprise
SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude
fertilizers and minerals excluding coal, petroleum, and precious stones),
and 28 (metalliferous ores and scrap).\",\"sourceOrganization\":\"World Bank
staff estimates from the Comtrade database maintained by the United Nations
Statistics Division.\",\"topics\":[{\"id\":\"1\",\"value\":\"Agriculture &
Rural Development \"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.COM1.CD.WB\",\"name\":\"Exports
of commodity 1 (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 1 in current
US dollars and fob basis. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM1.KD.WB\",\"name\":\"Exports
of commodity 1 (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 1 in 1987
constant US dollars and fob basis. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM2.CD.WB\",\"name\":\"Exports
of commodity 2 (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 2 in current
US dollars and fob basis. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM2.KD.WB\",\"name\":\"Exports
of commodity 2 (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 2 in 1987
constant US dollars and fob basis. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM3.CD.WB\",\"name\":\"Exports
of commodity 3 (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 3 in current
US dollars and fob basis. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM3.KD.WB\",\"name\":\"Exports
of commodity 3 (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 3 in 1987
constant US dollars and fob basis. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM4.CD.WB\",\"name\":\"Exports
of commodity 4 (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 4 in current
US dollars and fob basis. \",\"sourceOrganization\":\"World Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.COM4.KD.WB\",\"name\":\"Exports
of commodity 4 (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of commodity 4 in 1987
constant US dollars and fob basis. \",\"sourceOrganization\":\" World Bank
country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.FOOD.ZS.UN\",\"name\":\"Food
exports (% of merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Food comprises the commodities
in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and
4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil
nuts, and oil kernels).\",\"sourceOrganization\":\"World Bank staff estimates
from the Comtrade database maintained by the United Nations Statistics Division.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.FUEL.ZS.UN\",\"name\":\"Fuel
exports (% of merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Fuels comprise SITC section 3 (mineral
fuels).\",\"sourceOrganization\":\"World Bank staff estimates from the Comtrade
database maintained by the United Nations Statistics Division.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy
& Mining \"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.ICTG.ZS.UN\",\"name\":\"ICT
goods exports (% of total goods exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Information and communication technology
goods exports include telecommunications, audio and video, computer and related
equipment; electronic components; and other information and communication
technology goods. Software is excluded.\",\"sourceOrganization\":\"United
Nations Conference on Trade and Development's UNCTADstat database at http:\\/\\/unctadstat.unctad.org\\/ReportFolders\\/reportFolders.aspx.\",\"topics\":[{\"id\":\"9\",\"value\":\"Infrastructure
\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.INSF.ZS.WT\",\"name\":\"Insurance
and financial services (% of commercial service exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Insurance and financial services
cover freight insurance on goods exported and other direct insurance such
as life insurance; financial intermediation services such as commissions,
foreign exchange transactions, and brokerage services; and auxiliary services
such as financial market operational and regulatory services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MANF.CD.WB\",\"name\":\"Manufactures
exports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Manufactures comprise the commodities in SITC
sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport
equipment), and 8 (miscellaneous manufactured goods), excluding division 68
(nonferrous metals).\",\"sourceOrganization\":\"World Bank staff estimates
from the COMTRADE database maintained by the United Nations Statistics Division.\",\"topics\":[]},{\"id\":\"TX.VAL.MANF.KD.WB\",\"name\":\"Manufactures
exports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Manufactures comprise the commodities in SITC
sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport
equipment), and 8 (miscellaneous manufactured goods), excluding division 68
(nonferrous metals) in 1987 constant US dollars. Values are on fob basis.\",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.MANF.ZS.UN\",\"name\":\"Manufactures
exports (% of merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Manufactures comprise commodities
in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport
equipment), and 8 (miscellaneous manufactured goods), excluding division 68
(non-ferrous metals).\",\"sourceOrganization\":\"World Bank staff estimates
from the Comtrade database maintained by the United Nations Statistics Division.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MMTL.ZS.UN\",\"name\":\"Ores
and metals exports (% of merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Ores and metals comprise the commodities
in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores,
scrap); and 68 (non-ferrous metals).\",\"sourceOrganization\":\"World Bank
staff estimates from the Comtrade database maintained by the United Nations
Statistics Division.\",\"topics\":[{\"id\":\"5\",\"value\":\"Energy & Mining
\"},{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.AL.ZS\",\"name\":\"Merchandise
exports to economies in the Arab World (% of total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports to economies
in the Arab World are the sum of merchandise exports by the reporting economy
to economies in the Arab World. Data are expressed as a percentage of total
merchandise exports by the economy. Data are computed only if at least half
of the economies in the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.CD.WB\",\"name\":\"Merchandise
exports, WB (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Merchandise exports (current US$) show the
f.o.b. value of goods provided to the rest of the world valued in U.S. dollars.
They are classified using the Standard International Trade Classification
(SITC). Data are in current U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.MRCH.CD.WT\",\"name\":\"Merchandise
exports (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise exports show the f.o.b. value of
goods provided to the rest of the world valued in current U.S. dollars.\",\"sourceOrganization\":\"World
Trade Organization.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.HI.ZS\",\"name\":\"Merchandise
exports to high-income economies (% of total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports to high-income
economies are the sum of merchandise exports from the reporting economy to
high-income economies according to the World Bank classification of economies.
Data are expressed as a percentage of total merchandise exports by the economy.
Data are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.KD.WB\",\"name\":\"Merchandise
exports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa Development
Indicators\"},\"sourceNote\":\"Merchandise exports (constant 1987 US$) show
the f.o.b. value of goods provided to the rest of the world valued in U.S.
dollars. They are classified using the Standard International Trade Classification
(SITC). Data are in constant U.S. dollars. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.MRCH.OR.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies outside region (% of total merchandise
exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
exports to low- and middle-income economies outside region are the sum of
merchandise exports from the reporting economy to other low- and middle-income
economies in other World Bank regions according to the World Bank classification
of economies. Data are expressed as a percentage of total merchandise exports
by the economy. Data are computed only if at least half of the economies in
the partner country group had non-missing data.\",\"sourceOrganization\":\"World
Bank staff estimates based data from International Monetary Fund's Direction
of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R1.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in East Asia & Pacific (% of total
merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise exports to low- and middle-income
economies in East Asia and Pacific are the sum of merchandise exports from
the reporting economy to low- and middle-income economies in the East Asia
and Pacific region according to World Bank classification of economies. Data
are as a percentage of total merchandise exports by the economy. Data are
computed only if at least half of the economies in the partner country group
had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R2.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in Europe & Central Asia (% of
total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise exports to low- and middle-income
economies in Europe and Central Asia are the sum of merchandise exports from
the reporting economy to low- and middle-income economies in the Europe and
Central Asia region according to World Bank classification of economies. Data
are as a percentage of total merchandise exports by the economy. Data are
computed only if at least half of the economies in the partner country group
had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R3.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in Latin America & the Caribbean
(% of total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports to low- and
middle-income economies in Latin America and the Caribbean are the sum of
merchandise exports from the reporting economy to low- and middle-income economies
in the Latin America and the Caribbean region according to World Bank classification
of economies. Data are as a percentage of total merchandise exports by the
economy. Data are computed only if at least half of the economies in the partner
country group had non-missing data.\",\"sourceOrganization\":\"World Bank
staff estimates based data from International Monetary Fund's Direction of
Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R4.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in Middle East & North Africa
(% of total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports to low- and
middle-income economies in Middle East and North Africa are the sum of merchandise
exports from the reporting economy to low- and middle-income economies in
the Middle East and North Africa region according to World Bank classification
of economies. Data are as a percentage of total merchandise exports by the
economy. Data are computed only if at least half of the economies in the partner
country group had non-missing data.\",\"sourceOrganization\":\"World Bank
staff estimates based data from International Monetary Fund's Direction of
Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R5.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in South Asia (% of total merchandise
exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
exports to low- and middle-income economies in South Asia are the sum of merchandise
exports from the reporting economy to low- and middle-income economies in
the South Asia region according to World Bank classification of economies.
Data are as a percentage of total merchandise exports by the economy. Data
are computed only if at least half of the economies in the partner country
group had non-missing data.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.R6.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies in Sub-Saharan Africa (% of total
merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Merchandise exports to low- and middle-income
economies in Sub-Saharan Africa are the sum of merchandise exports from the
reporting economy to low- and middle-income economies in the Sub-Saharan Africa
region according to World Bank classification of economies. Data are as a
percentage of total merchandise exports by the economy. Data are computed
only if at least half of the economies in the partner country group had non-missing
data.\",\"sourceOrganization\":\"World Bank staff estimates based data from
International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.RS.ZS\",\"name\":\"Merchandise
exports by the reporting economy, residual (% of total merchandise exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports by the reporting
economy residuals are the total merchandise exports by the reporting economy
to the rest of the world as reported in the IMF's Direction of trade database,
less the sum of exports by the reporting economy to high-, low-, and middle-income
economies according to the World Bank classification of economies. Includes
trade with unspecified partners or with economies not covered by World Bank
classification. Data are as a percentage of total merchandise exports by the
economy.\",\"sourceOrganization\":\"World Bank staff estimates based data
from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.WL.CD\",\"name\":\"Merchandise
exports by the reporting economy (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Merchandise exports by the reporting
economy are the total merchandise exports by the reporting economy to the
rest of the world, as reported in the IMF's Direction of trade database. Data
are in current US$.\",\"sourceOrganization\":\"World Bank staff estimates
based data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.WR.ZS\",\"name\":\"Merchandise
exports to low- and middle-income economies within region (% of total merchandise
exports)\",\"source\":{\"id\":\"2\",\"value\":\"World Development Indicators\"},\"sourceNote\":\"Merchandise
exports to low- and middle-income economies within region are the sum of merchandise
exports from the reporting economy to other low- and middle-income economies
in the same World Bank region as a percentage of total merchandise exports
by the economy. Data are computed only if at least half of the economies in
the partner country group had non-missing data. No figures are shown for high-income
economies, because they are a separate category in the World Bank classification
of economies.\",\"sourceOrganization\":\"World Bank staff estimates based
data from International Monetary Fund's Direction of Trade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.MRCH.XD.WD\",\"name\":\"Export
value index (2000 = 100)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"Export values are the current value of exports
(f.o.b.) converted to U.S. dollars and expressed as a percentage of the average
for the base period (2000). UNCTAD's export value indexes are reported for
most economies. For selected economies for which UNCTAD does not publish data,
the export value indexes are derived from export volume indexes (line 72)
and corresponding unit value indexes of exports (line 74) in the IMF's International
Financial Statistics.\",\"sourceOrganization\":\"United Nations Conference
on Trade and Development, Handbook of Statistics and data files, and International
Monetary Fund, International Financial Statistics.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.OCOM.CD.WB\",\"name\":\"Other
primary commodities exports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of other primary commodities
in current US dollars and fob basis. \",\"sourceOrganization\":\"World Bank
country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.OCOM.KD.WB\",\"name\":\"Other
primary commodities exports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Exports of other primary commodities
in 1987 constant US dollars and fob basis. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.OTHR.ZS.WT\",\"name\":\"Computer,
communications and other services (% of commercial service exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Computer, communications and other
services (% of commercial service exports) include such activities as international
telecommunications, and postal and courier services; computer data; news-related
service transactions between residents and nonresidents; construction services;
royalties and license fees; miscellaneous business, professional, and technical
services; and personal, cultural, and recreational services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.SERV.CD.WT\",\"name\":\"Commercial
service exports (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Commercial service exports are
total service exports minus exports of government services not included elsewhere.
International transactions in services are defined by the IMF's Balance of
Payments Manual (1993) as the economic output of intangible commodities that
may be produced, transferred, and consumed at the same time. Definitions may
vary among reporting economies.\",\"sourceOrganization\":\"International Monetary
Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.TCOM.CD.WB\",\"name\":\"Primary
commodities exports (current US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total Primary Commodities exports
in current US dollars. Values are in fob basis. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.TCOM.KD.WB\",\"name\":\"Primary
commodities exports (constant US$)\",\"source\":{\"id\":\"11\",\"value\":\"Africa
Development Indicators\"},\"sourceNote\":\"Total Primary Commodities exports
in 1987 constant US dollars. Values are in fob basis. \",\"sourceOrganization\":\"World
Bank country economists.\",\"topics\":[]},{\"id\":\"TX.VAL.TECH.CD\",\"name\":\"High-technology
exports (current US$)\",\"source\":{\"id\":\"2\",\"value\":\"World Development
Indicators\"},\"sourceNote\":\"High-technology exports are products with high
R&D intensity, such as in aerospace, computers, pharmaceuticals, scientific
instruments, and electrical machinery. Data are in current U.S. dollars.\",\"sourceOrganization\":\"United
Nations, Comtrade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"14\",\"value\":\"Science & Technology \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.TECH.MF.ZS\",\"name\":\"High-technology
exports (% of manufactured exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"High-technology exports are products
with high R&D intensity, such as in aerospace, computers, pharmaceuticals,
scientific instruments, and electrical machinery.\",\"sourceOrganization\":\"United
Nations, Comtrade database.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"14\",\"value\":\"Science & Technology \"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.TRAN.ZS.WT\",\"name\":\"Transport
services (% of commercial service exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Transport services (% of commercial
service exports) covers all transport services (sea, air, land, internal waterway,
space, and pipeline) performed by residents of one economy for those of another
and involving the carriage of passengers, movement of goods (freight), rental
of carriers with crew, and related support and auxiliary services. Excluded
are freight insurance, which is included in insurance services; goods procured
in ports by nonresident carriers and repairs of transport equipment, which
are included in goods; repairs of railway facilities, harbors, and airfield
facilities, which are included in construction services; and rental of carriers
without crew, which is included in other services.\",\"sourceOrganization\":\"International
Monetary Fund, Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"TX.VAL.TRVL.ZS.WT\",\"name\":\"Travel
services (% of commercial service exports)\",\"source\":{\"id\":\"2\",\"value\":\"World
Development Indicators\"},\"sourceNote\":\"Travel services (% of commercial
service exports) covers goods and services acquired from an economy by travelers
in that economy for their own use during visits of less than one year for
business or personal purposes. Travel services include the goods and services
consumed by travelers, such as lodging and meals and transport (within the
economy visited).\",\"sourceOrganization\":\"International Monetary Fund,
Balance of Payments Statistics Yearbook and data files.\",\"topics\":[{\"id\":\"12\",\"value\":\"Private
Sector\"},{\"id\":\"21\",\"value\":\"Trade\"}]},{\"id\":\"UIS.AFR.AGRADMG.1.PU\",\"name\":\"Africa
Dataset: Average number of grades per multigrade class in primary schools
(number of grades)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of grade levels that have been merged into multigrade classes in public
primary schools. A multigrade class is a class in which students from two
or more grades are taught by one teacher in one room at the same time. The
existence of multigrade classes can suggest shortages of teachers, classrooms,
or low enrolment numbers. Data available for African countries only. For more
information, consult the UNESCO Institute for Statistics' Regional Data Collections
page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.1.PU\",\"name\":\"Africa
Dataset: Average size of classes in primary schools (number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average number of students per class in public
primary schools. Average class sizes differ from pupil-teacher ratios because
average class sizes reflect the actual number of pupils taught by a teacher
at a given time while the pupil-teacher ratio is a more global measure of
the teaching resources available in schools. Pupil-teacher ratios are generally
lower than average class sizes as teachers typically have additional non-teaching
duties. The pupil-teacher ratio is useful for assessing the cost of providing
education whereas class sizes are related to the classroom working conditions
of teachers. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.MG.1.PU\",\"name\":\"Africa
Dataset: Average size of multigrade classes in primary schools (number of
pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per multigrade class in public primary schools. A multigrade
class is a class in which students from two or more grades are taught by one
teacher in one room at the same time. Average class sizes differ from pupil-teacher
ratios because average class sizes reflect the actual number of pupils taught
by a teacher at a given time while the pupil-teacher ratio is a more global
measure of the teaching resources available in schools. Pupil-teacher ratios
are generally lower than average class sizes as teachers typically have additional
non-teaching duties. The pupil-teacher ratio is useful for assessing the cost
of providing education whereas class sizes are related to the classroom working
conditions of teachers. Data available for African countries only. For more
information, consult the UNESCO Institute for Statistics' Regional Data Collections
page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G1.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 1 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 1 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G2.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 2 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 2 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G3.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 3 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 3 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G4.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 4 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 4 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G5.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 5 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 5 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G6.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 6 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 6 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.G7.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in Grade 7 of primary schools
(number of pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per Grade 7 class in public primary schools. Average class
sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.CS.SG.1.PU\",\"name\":\"Africa
Dataset: Average size of single grade classes in primary schools (number of
pupils)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of students per single grade class in public primary schools. Average
class sizes differ from pupil-teacher ratios because average class sizes reflect
the actual number of pupils taught by a teacher at a given time while the
pupil-teacher ratio is a more global measure of the teaching resources available
in schools. Pupil-teacher ratios are generally lower than average class sizes
as teachers typically have additional non-teaching duties. The pupil-teacher
ratio is useful for assessing the cost of providing education whereas class
sizes are related to the classroom working conditions of teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.ECP.MG.1.PU\",\"name\":\"Africa
Dataset: Percentage of primary pupils in multigrade classes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of primary students in public schools
who are enrolled in a multigrade class. A multigrade class is a class in which
students from two or more grades are taught by one teacher in one room at
the same time. The existence of multigrade classes can suggest shortages of
teachers, classrooms, or low enrolment numbers. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.FNTP.1\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in primary education who are
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of newly recruited public primary school teachers who are female. Newly recruited
teachers are teachers entering the teaching profession for the first time
in public schools. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.FNTP.2\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in lower secondary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of newly recruited public lower secondary school teachers who are female.
Newly recruited teachers are teachers entering the teaching profession for
the first time in public schools. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.FNTP.3\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in upper secondary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of newly recruited public upper secondary school teachers who are female.
Newly recruited teachers are teachers entering the teaching profession for
the first time in public schools. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.1.F\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service primary teacher training programmes,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female graduates receiving a government recognised primary education
teaching qualification during the reference year through a pre-service teacher
training programme. Pre-service teacher training programmes are recognised
and organised, private and public educational programmes designed to train
future teachers to formally enter the profession at a specified level of education.
Pre-service training does not cover teachers who do not meet officially recognised
training standards and are enrolled in a teacher training course to earn accreditation
concurrent to their work as a teacher. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.1.T\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service primary teacher training programmes,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of graduates receiving a government recognised primary education teaching
qualification during the reference year through a pre-service teacher training
programme. Pre-service teacher training programmes are recognised and organised,
private and public educational programmes designed to train future teachers
to formally enter the profession at a specified level of education. Pre-service
training does not cover teachers who do not meet officially recognised training
standards and are enrolled in a teacher training course to earn accreditation
concurrent to their work as a teacher. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.1T3.F\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service primary or secondary teacher
training programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female graduates receiving
a government recognised primary or secondary education teaching qualification
during the reference year through a pre-service teacher training programme.
Pre-service teacher training programmes are recognised and organised, private
and public educational programmes designed to train future teachers to formally
enter the profession at a specified level of education. Pre-service training
does not cover teachers who do not meet officially recognised training standards
and are enrolled in a teacher training course to earn accreditation concurrent
to their work as a teacher. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.1T3.T\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service primary or secondary teacher
training programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of graduates receiving a government
recognised primary or secondary education teaching qualification during the
reference year through a pre-service teacher training programme. Pre-service
teacher training programmes are recognised and organised, private and public
educational programmes designed to train future teachers to formally enter
the profession at a specified level of education. Pre-service training does
not cover teachers who do not meet officially recognised training standards
and are enrolled in a teacher training course to earn accreditation concurrent
to their work as a teacher. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.2.F\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service lower secondary teacher training
programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female graduates receiving
a government recognised lower secondary education teaching qualification during
the reference year through a pre-service teacher training programme. Pre-service
teacher training programmes are recognised and organised, private and public
educational programmes designed to train future teachers to formally enter
the profession at a specified level of education. Pre-service training does
not cover teachers who do not meet officially recognised training standards
and are enrolled in a teacher training course to earn accreditation concurrent
to their work as a teacher. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.2.T\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service lower secondary teacher training
programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of graduates receiving a government
recognised lower secondary education teaching qualification during the reference
year through a pre-service teacher training programme. Pre-service teacher
training programmes are recognised and organised, private and public educational
programmes designed to train future teachers to formally enter the profession
at a specified level of education. Pre-service training does not cover teachers
who do not meet officially recognised training standards and are enrolled
in a teacher training course to earn accreditation concurrent to their work
as a teacher. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.3.F\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service upper secondary teacher training
programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female graduates receiving
a government recognised upper secondary education teaching qualification during
the reference year through a pre-service teacher training programme. Pre-service
teacher training programmes are recognised and organised, private and public
educational programmes designed to train future teachers to formally enter
the profession at a specified level of education. Pre-service training does
not cover teachers who do not meet officially recognised training standards
and are enrolled in a teacher training course to earn accreditation concurrent
to their work as a teacher. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.3.T\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service upper secondary teacher training
programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of graduates receiving a government
recognised upper secondary education teaching qualification during the reference
year through a pre-service teacher training programme. Pre-service teacher
training programmes are recognised and organised, private and public educational
programmes designed to train future teachers to formally enter the profession
at a specified level of education. Pre-service training does not cover teachers
who do not meet officially recognised training standards and are enrolled
in a teacher training course to earn accreditation concurrent to their work
as a teacher. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.UK.F\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service teacher training programmes,
level unspecified, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female graduates receiving
a government recognised teaching qualification (unspecified level) during
the reference year through a pre-service teacher training programme. Pre-service
teacher training programmes are recognised and organised, private and public
educational programmes designed to train future teachers to formally enter
the profession at a specified level of education. Pre-service training does
not cover teachers who do not meet officially recognised training standards
and are enrolled in a teacher training course to earn accreditation concurrent
to their work as a teacher. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTC.UK.T\",\"name\":\"Africa
Dataset: Graduates from accredited pre-service teacher training programmes,
level unspecified, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of graduates receiving a government
recognised teaching qualification (unspecified level) during the reference
year through a pre-service teacher training programme. Pre-service teacher
training programmes are recognised and organised, private and public educational
programmes designed to train future teachers to formally enter the profession
at a specified level of education. Pre-service training does not cover teachers
who do not meet officially recognised training standards and are enrolled
in a teacher training course to earn accreditation concurrent to their work
as a teacher. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.1.F\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in primary education,
female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated females from public and private teacher training programmes
for primary education, expressed as a percentage of female teachers in service
in public and private primary education (including new female graduates from
teachers training programmes). This indicator compares the number of graduates
in the current year to the total workforce \u2013 not the percentage of graduates
in the total workforce (irrespective of their graduation year). It provides
information on the capacity of systems to train new teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.1.M\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in primary education,
male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated males from public and private teacher training programmes
for primary education, expressed as a percentage of male teachers in service
in public and private primary education (including new male graduates from
teachers training programmes). This indicator compares the number of graduates
in the current year to the total workforce \u2013 not the percentage of graduates
in the total workforce (irrespective of their graduation year). It provides
information on the capacity of systems to train new teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.1.T\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in primary education,
both sexes\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new graduates from public and private teacher training programmes for primary
education, expressed as a percentage of teachers in service in public and
private primary education (including new graduates from teachers training
programmes). This indicator compares the number of graduates in the current
year to the total workforce \u2013 not the percentage of graduates in the
total workforce (irrespective of their graduation year). It provides information
on the capacity of systems to train new teachers. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.2.F\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in lower secondary
education, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated females from public and private teacher training programmes
for lower secondary education, expressed as a percentage of female teachers
in service in public and private lower secondary education (including new
graduates from teachers training programmes). This indicator compares the
number of graduates in the current year to the total workforce \u2013 not
the percentage of graduates in the total workforce (irrespective of their
graduation year). It provides information on the capacity of systems to train
new teachers. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.2.M\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in lower secondary
education, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated males from public and private teacher training programmes
for lower secondary education, expressed as a percentage of male teachers
in service in public and private lower secondary education (including new
graduates from teachers training programmes). This indicator compares the
number of graduates in the current year to the total workforce \u2013 not
the percentage of graduates in the total workforce (irrespective of their
graduation year). It provides information on the capacity of systems to train
new teachers. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.2.T\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in lower secondary
education, both sexes\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new graduates from public and private teacher training programmes for lower
secondary education, expressed as a percentage of teachers in service in public
and private lower secondary education (including new graduates from teachers
training programmes). This indicator compares the number of graduates in the
current year to the total workforce \u2013 not the percentage of graduates
in the total workforce (irrespective of their graduation year). It provides
information on the capacity of systems to train new teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.3.F\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in upper secondary
education, female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated females from public and private teacher training programmes
for upper secondary education, expressed as a percentage of female teachers
in service in public and private upper secondary education (including new
graduates from teachers training programmes). This indicator compares the
number of graduates in the current year to the total workforce \u2013 not
the percentage of graduates in the total workforce (irrespective of their
graduation year). It provides information on the capacity of systems to train
new teachers. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.3.M\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in upper secondary
education, male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly graduated males from public and private teacher training programmes
for upper secondary education, expressed as a percentage of male teachers
in service in public and private upper secondary education (including new
graduates from teachers training programmes). This indicator compares the
number of graduates in the current year to the total workforce \u2013 not
the percentage of graduates in the total workforce (irrespective of their
graduation year). It provides information on the capacity of systems to train
new teachers. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.GTCTR.3.T\",\"name\":\"Africa
Dataset: Ratio of teacher training graduates to teachers in upper secondary
education, both sexes\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new graduates from public and private teacher training programmes for upper
secondary education, expressed as a percentage of teachers in service in public
and private upper secondary education (including new graduates from teachers
training programmes). This indicator compares the number of graduates in the
current year to the total workforce \u2013 not the percentage of graduates
in the total workforce (irrespective of their graduation year). It provides
information on the capacity of systems to train new teachers. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.1.PU.F\",\"name\":\"Africa
Dataset: Percentage of female teachers in primary education who are newly
recruited, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly recruited female teachers in public primary education, expressed
as a percentage of female teachers in service in public primary education.
Data available for African countries only. For more information, consult the
UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.1.PU.M\",\"name\":\"Africa
Dataset: Percentage of male teachers in primary education who are newly recruited,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly recruited male teachers in public primary education, expressed as
a percentage of male teachers in service in public primary education. Data
available for African countries only. For more information, consult the UNESCO
Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.1.PU.T\",\"name\":\"Africa
Dataset: Percentage of teachers in primary education who are newly recruited,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of newly recruited teachers in public primary education, expressed as a percentage
of teachers in service in public primary education. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.2.PU.F\",\"name\":\"Africa
Dataset: Percentage of female teachers in lower secondary education who are
newly recruited, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited female teachers in
public lower secondary education expressed as a percentage of female teachers
in service in public lower secondary education. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.2.PU.M\",\"name\":\"Africa
Dataset: Percentage of male teachers in lower secondary education who are
newly recruited, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited male teachers in
public lower secondary education expressed as a percentage of male teachers
in service in public lower secondary education. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.2.PU.T\",\"name\":\"Africa
Dataset: Percentage of teachers in lower secondary education who are newly
recruited, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited teachers in public
lower secondary education expressed as a percentage of teachers in service
in public lower secondary education. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.3.PU.F\",\"name\":\"Africa
Dataset: Percentage of female teachers in upper secondary education who are
newly recruited, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited female teachers in
public upper secondary education, expressed as a percentage of female teachers
in service in public upper secondary education. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.3.PU.M\",\"name\":\"Africa
Dataset: Percentage of male teachers in upper secondary education who are
newly recruited, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited male teachers in
public upper secondary education, expressed as a percentage of male teachers
in service in public upper secondary education. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.NTP.3.PU.T\",\"name\":\"Africa
Dataset: Percentage of teachers in upper secondary education who are newly
recruited, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of newly recruited teachers in public
upper secondary education, expressed as a percentage of teachers in service
in public upper secondary education. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G1.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 1 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 1 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G1.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 1 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 1 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G2.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 2 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 2 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G2.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 2 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 2 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G3.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 3 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 3 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G3.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 3 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 3 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G4.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 4 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 4 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G4.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 4 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 4 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G5.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 5 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 5 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G5.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 5 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 5 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G6.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 6 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 6 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G6.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 6 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 6 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G7.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in Grade 7 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 7 pupils per mathematics textbook in public primary schools.
The data reported includes textbooks in all languages of instruction which
are owned by schools and have been distributed to pupils on loan or kept in
schools for use in the classroom. The data reported excludes books in school
libraries as well as novels and books for use by teachers (such as curriculum
guides, syllabi and teacher guides). Data Limitations: While national-level
data may suggest all pupils have access to books in these countries, this
may hide sub-national disparities. For example, pupils in some schools may
have more than one textbook, while shortages may persist in others. The data
also does not provide information about the quality of the textbooks available
that may sometimes be old or used. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.G7.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in Grade 7 of primary
education (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of Grade 7 pupils per reading textbook in public primary schools. The
data reported includes textbooks in all languages of instruction which are
owned by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.PU.MATH\",\"name\":\"Africa
Dataset: Average number of pupils per mathematics textbook in primary education
(number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of pupils per mathematics textbook in public primary schools. The data
reported includes textbooks in all languages of instruction which are owned
by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.PBR.1.PU.READ\",\"name\":\"Africa
Dataset: Average number of pupils per reading textbook in primary education
(number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Average
number of pupils per reading textbook in public primary schools. The data
reported includes textbooks in all languages of instruction which are owned
by schools and have been distributed to pupils on loan or kept in schools
for use in the classroom. The data reported excludes books in school libraries
as well as novels and books for use by teachers (such as curriculum guides,
syllabi and teacher guides). Data Limitations: While national-level data may
suggest all pupils have access to books in these countries, this may hide
sub-national disparities. For example, pupils in some schools may have more
than one textbook, while shortages may persist in others. The data also does
not provide information about the quality of the textbooks available that
may sometimes be old or used. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.MIXTOIL\",\"name\":\"Africa
Dataset: Percentage of primary schools with mixed-sex toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools without separate
girls and boys toilets. Data available for African countries only. For more
information, consult the UNESCO Institute for Statistics' Regional Data Collections
page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WELEC\",\"name\":\"Africa
Dataset: Percentage of primary schools with access to electricity (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools with access
to permanent sources of electrical power (i.e. grid\\/mains connection, wind,
water, solar, permanently fuel-powered generator, etc.). Data available for
African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WNIELEC\",\"name\":\"Africa
Dataset: Percentage of primary schools with no information on electricity
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public primary schools where information was not available on permanent
sources of electrical power (i.e. grid\\/mains connection, wind, water, solar,
permanently fuel-powered generator, etc.). Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WNIPOWAT\",\"name\":\"Africa
Dataset: Percentage of primary schools with no information on potable water
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public primary schools where information was not available on potable water.
Data available for African countries only. For more information, consult the
UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WNITOIL\",\"name\":\"Africa
Dataset: Percentage of primary schools with no information on toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools where information
was not available on toilets. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WOELEC\",\"name\":\"Africa
Dataset: Percentage of primary schools without access to electricity (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools with no access
to permanent sources of electrical power (i.e. grid\\/mains connection, wind,
water, solar, permanently fuel-powered generator, etc.). Data available for
African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WOPOWAT\",\"name\":\"Africa
Dataset: Percentage of primary schools without access to potable water (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools without a drinking
water facility or water delivery point that is designed to protect water from
external contamination, particularly of fecal origin. Examples of potable
drinking water facilities include pipe-borne water, protected wells, boreholes,
protected spring water and rainwater. Access to potable water is important
for ensuring hygienic practices within schools and reducing the spread of
certain diseases which may affect pupils\u2019 well-being or educational performance.
Data available for African countries only. For more information, consult the
UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WOTOIL\",\"name\":\"Africa
Dataset: Percentage of primary schools without toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools without a pit
latrine, flush toilet, pour-flush toilet or a composting toilet. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WPOWAT\",\"name\":\"Africa
Dataset: Percentage of primary schools with access to potable water (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools with a drinking
water facility or water delivery point that is designed to protect water from
external contamination, particularly of fecal origin. Examples of potable
drinking water facilities include pipe-borne water, protected wells, boreholes,
protected spring water and rainwater. Access to potable water is important
for ensuring hygienic practices within schools and reducing the spread of
certain diseases which may affect pupils\u2019 well-being or educational performance.
Data available for African countries only. For more information, consult the
UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WSTOIL\",\"name\":\"Africa
Dataset: Percentage of primary schools with single-sex toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools with separate
girls and boys toilets or single-sex educational institutions with toilets.
Schools are counted as having toilets if they have a pit latrine, an improved
pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Data
available for African countries only. For more information, consult the UNESCO
Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.1.PU.WTOIL\",\"name\":\"Africa
Dataset: Percentage of primary schools with toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public primary schools with a pit
latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a
composting toilet. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.MIXTOIL\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with mixed-sex toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public lower secondary schools without
separate girls and boys toilets. Data available for African countries only.
For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WELEC\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with access to electricity
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools with access to permanent sources of electrical
power (i.e. grid\\/mains connection, wind, water, solar, permanently fuel-powered
generator, etc.). Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WNIELEC\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with no information on electricity
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools where information was not available on permanent
sources of electrical power (i.e. grid\\/mains connection, wind, water, solar,
permanently fuel-powered generator, etc.). Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WNIPOWAT\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with no information on potable
water (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools where information was not available on potable
water. Data available for African countries only. For more information, consult
the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WNITOIL\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with no information on toilets
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools where information was not available on toilets.
Data available for African countries only. For more information, consult the
UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WOELEC\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools without access to electricity
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools with no access to permanent sources of electrical
power (i.e. grid\\/mains connection, wind, water, solar, permanently fuel-powered
generator, etc.). Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WOPOWAT\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools without access to potable water
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools without a drinking water facility or water
delivery point that is designed to protect water from external contamination,
particularly of fecal origin. Examples of potable drinking water facilities
include pipe-borne water, protected wells, boreholes, protected spring water
and rainwater. Access to potable water is important for ensuring hygienic
practices within schools and reducing the spread of certain diseases which
may affect pupils\u2019 well-being or educational performance. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WOTOIL\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools without toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public lower secondary schools without
a pit latrine, flush toilet, pour-flush toilet or a composting toilet. Data
available for African countries only. For more information, consult the UNESCO
Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WPOWAT\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with access to potable water
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of public lower secondary schools with a drinking water facility or water
delivery point that is designed to protect water from external contamination,
particularly of fecal origin. Examples of potable drinking water facilities
include pipe-borne water, protected wells, boreholes, protected spring water
and rainwater. Access to potable water is important for ensuring hygienic
practices within schools and reducing the spread of certain diseases which
may affect pupils\u2019 well-being or educational performance. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WSTOIL\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with single-sex toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public lower secondary schools with
separate girls and boys toilets or single-sex educational institutions with
toilets. Schools are counted as having toilets if they have a pit latrine,
an improved pit latrine, a flush toilet, a pour-flush toilet or a composting
toilet. Data available for African countries only. For more information, consult
the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHBSP.2.PU.WTOIL\",\"name\":\"Africa
Dataset: Percentage of lower secondary schools with toilets (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of public lower secondary schools with
a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet
or a composting toilet. Data available for African countries only. For more
information, consult the UNESCO Institute for Statistics' Regional Data Collections
page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.SCHCENRESPR.1.PU\",\"name\":\"Africa
Dataset: School census return rate from primary schools\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all primary school questionnaires
that were returned with at least some usable data and captured in the EMIS
system. Data available for African countries only. For more information, consult
the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.AFR.SCHCENRESPR.23.PU\",\"name\":\"Africa Dataset: School
census return rate from secondary schools\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all lower secondary school questionnaires
that were returned with at least some usable data and captured in the EMIS
system. Data available for African countries only. For more information, consult
the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.AFR.TATTRR.1.PU.F\",\"name\":\"Africa Dataset: Teacher
attrition rate from public primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female teachers who left the public
primary education system in year t+1, expressed as a percentage of female
teachers in service in public primary education system in year t. Data available
for African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.1.PU.M\",\"name\":\"Africa
Dataset: Teacher attrition rate from public primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male teachers who left the public
primary education system in year t+1, expressed as a percentage of male teachers
in service in public primary education system in year t. Data available for
African countries only. For more information, consult the UNESCO Institute
for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.1.PU.T\",\"name\":\"Africa
Dataset: Teacher attrition rate from public primary education, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of teachers who left the public primary education system in year t+1, expressed
as a percentage of teachers in service in public primary education system
in year t. Data available for African countries only. For more information,
consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.2.Pu.F\",\"name\":\"Africa
Dataset: Teacher attrition rate from public lower secondary education, female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of female teachers who left the public lower secondary education system in
year t+1, expressed as a percentage of female teachers in service in public
lower secondary education system in year t. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.2.Pu.M\",\"name\":\"Africa
Dataset: Teacher attrition rate from public lower secondary education, male
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of male teachers who left the public lower secondary education system in year
t+1, expressed as a percentage of male teachers in service in public lower
secondary education system in year t. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.2.PU.T\",\"name\":\"Africa
Dataset: Teacher attrition rate from public lower secondary education, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of teachers who left the public lower secondary education system in year t+1,
expressed as a percentage of teachers in service in public lower secondary
education system in year t. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.3.Pu.F\",\"name\":\"Africa
Dataset: Teacher attrition rate from public upper secondary education, female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of female teachers who left the public upper secondary education system in
year t+1, expressed as a percentage of female teachers in service in public
upper secondary education system in year t. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.3.Pu.M\",\"name\":\"Africa
Dataset: Teacher attrition rate from public upper secondary education, male
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of male teachers who left the public upper secondary education system in year
t+1, expressed as a percentage of male teachers in service in public upper
secondary education system in year t. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TATTRR.3.Pu.T\",\"name\":\"Africa
Dataset: Teacher attrition rate from public upper secondary education, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of teachers who left the public upper secondary education system in year t+1,
expressed as a percentage of teachers in service in public upper secondary
education system in year t. Data available for African countries only. For
more information, consult the UNESCO Institute for Statistics' Regional Data
Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.1.PU.F\",\"name\":\"Africa
Dataset: Percentage of female newly recruited teachers in primary education
who are trained, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited female public primary
school teachers who have been trained. A trained teacher is defined as \u201Ca
teacher who has received at least the minimum organized teacher-training (pre-service
or in-service) required for teaching at the relevant level\u201D. However,
since minimum standards of training can vary greatly between countries, these
indicators are often not directly comparable. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.1.PU.M\",\"name\":\"Africa
Dataset: Percentage of male newly recruited teachers in primary education
who are trained, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited male public primary
school teachers who have been trained. A trained teacher is defined as \u201Ca
teacher who has received at least the minimum organized teacher-training (pre-service
or in-service) required for teaching at the relevant level\u201D. However,
since minimum standards of training can vary greatly between countries, these
indicators are often not directly comparable. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.1.PU.T\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in primary education who are
trained, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited public primary school
teachers who have been trained. A trained teacher is defined as \u201Ca teacher
who has received at least the minimum organized teacher-training (pre-service
or in-service) required for teaching at the relevant level\u201D. However,
since minimum standards of training can vary greatly between countries, these
indicators are often not directly comparable. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.2.PU.F\",\"name\":\"Africa
Dataset: Percentage of female newly recruited teachers in lower secondary
education who are trained, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited female public lower
secondary school teachers who have been trained. A trained teacher is defined
as \u201Ca teacher who has received at least the minimum organized teacher-training
(pre-service or in-service) required for teaching at the relevant level\u201D.
However, since minimum standards of training can vary greatly between countries,
these indicators are often not directly comparable. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.2.PU.M\",\"name\":\"Africa
Dataset: Percentage of male newly recruited teachers in lower secondary education
who are trained, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited male public lower
secondary school teachers who have been trained. A trained teacher is defined
as \u201Ca teacher who has received at least the minimum organized teacher-training
(pre-service or in-service) required for teaching at the relevant level\u201D.
However, since minimum standards of training can vary greatly between countries,
these indicators are often not directly comparable. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.2.PU.T\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in lower secondary education
who are trained, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited public lower secondary
school teachers who have been trained. A trained teacher is defined as \u201Ca
teacher who has received at least the minimum organized teacher-training (pre-service
or in-service) required for teaching at the relevant level\u201D. However,
since minimum standards of training can vary greatly between countries, these
indicators are often not directly comparable. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.3.PU.F\",\"name\":\"Africa
Dataset: Percentage of female newly recruited teachers in upper secondary
education who are trained, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited female public upper
secondary school teachers who have been trained. A trained teacher is defined
as \u201Ca teacher who has received at least the minimum organized teacher-training
(pre-service or in-service) required for teaching at the relevant level\u201D.
However, since minimum standards of training can vary greatly between countries,
these indicators are often not directly comparable. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.3.PU.M\",\"name\":\"Africa
Dataset: Percentage of male newly recruited teachers in upper secondary education
who are trained, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited male public upper
secondary school teachers who have been trained. A trained teacher is defined
as \u201Ca teacher who has received at least the minimum organized teacher-training
(pre-service or in-service) required for teaching at the relevant level\u201D.
However, since minimum standards of training can vary greatly between countries,
these indicators are often not directly comparable. Data available for African
countries only. For more information, consult the UNESCO Institute for Statistics'
Regional Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.AFR.TRNTP.3.PU.T\",\"name\":\"Africa
Dataset: Percentage of newly recruited teachers in upper secondary education
who are trained, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of newly recruited public upper secondary
school teachers who have been trained. A trained teacher is defined as \u201Ca
teacher who has received at least the minimum organized teacher-training (pre-service
or in-service) required for teaching at the relevant level\u201D. However,
since minimum standards of training can vary greatly between countries, these
indicators are often not directly comparable. Data available for African countries
only. For more information, consult the UNESCO Institute for Statistics' Regional
Data Collections page.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AIR.1.Glast.GPI\",\"name\":\"Primary
completion rate, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female primary completion rate
to the male primary completion rate. It is calculated by dividing the female
value for the indicator by the male value for the indicator. A GPI equal to
1 indicates parity between females and males. In general, a value less than
1 indicates disparity in favor of males and a value greater than 1 indicates
disparity in favor of females. Primary completion rate is also referred to
as \\\"gross intake ratio to the last grade of primary education.\\\"\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.AIR.1.GPI\",\"name\":\"Gross intake ratio to Grade 1 of
primary education, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female gross intake ratio for
primary to the male gross intake ratio for primary. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.AIR.2.GPV\",\"name\":\"Gross intake ratio to Grade 1 of
lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of new entrants in the first grade
of lower secondary education, regardless of age, expressed as a percentage
of the population at the official lower secondary school entrance age. A high
GIR indicates a high degree of access to lower secondary education. As this
calculation includes all new entrants in Grade 1 (regardless of age), the
ratio can exceed 100% due to over-aged and under-aged children entering lower
secondary school for the first time.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.AIR.2.GPV.F\",\"name\":\"Gross
intake ratio to Grade 1 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of new female entrants in the
first grade of lower secondary education, regardless of age, expressed as
a percentage of the population at the official lower secondary school-entrance
age. A high GIR indicates a high degree of access to lower secondary education.
As this calculation includes all new entrants in Grade 1 (regardless of age),
the ratio can exceed 100% due to over-aged and under-aged children entering
lower secondary school for the first time.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.AIR.2.GPV.GLAST.GPI\",\"name\":\"Lower secondary completion
rate, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female lower secondary completion
rate to the male lower secondary completion rate. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females. Lower secondary completion rate
is also referred to as \\\"Gross intake ratio to the last grade of lower secondary
general education.\\\"\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AIR.2.GPV.GPI\",\"name\":\"Gross
intake ratio to Grade 1 of lower secondary general education, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of the female gross intake ratio for lower secondary to the male gross intake
ratio for lower secondary. It is calculated by dividing the female value for
the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of males and a value greater than 1 indicates disparity
in favor of females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.AIR.2.GPV.M\",\"name\":\"Gross
intake ratio to Grade 1 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of new male entrants in the first
grade of lower secondary education, regardless of age, expressed as a percentage
of the population at the official lower secondary school-entrance age. A high
GIR indicates a high degree of access to lower secondary education. As this
calculation includes all new entrants in Grade 1 (regardless of age), the
ratio can exceed 100% due to over-aged and under-aged children entering lower
secondary school for the first time.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.CEAge.1\",\"name\":\"Official
entrance age to compulsory education (years)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Official age when students should enter compulsory
education assuming they start at the official entrance age for the lowest
level of education, study full-time throughout and progressed through the
system without repeating or skipping a grade. The theoretical entrance age
to a given programme or level is typically, but not always, the most common
entrance age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G1\",\"name\":\"Drop-out rate from Grade 1 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G1.F\",\"name\":\"Drop-out rate from Grade 1 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G1.M\",\"name\":\"Drop-out rate from Grade 1 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G2\",\"name\":\"Drop-out rate from Grade 2 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G2.F\",\"name\":\"Drop-out rate from Grade 2 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G2.M\",\"name\":\"Drop-out rate from Grade 2 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G3\",\"name\":\"Drop-out rate from Grade 3 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G3.F\",\"name\":\"Drop-out rate from Grade 3 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G3.M\",\"name\":\"Drop-out rate from Grade 3 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G4\",\"name\":\"Drop-out rate from Grade 4 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G4.F\",\"name\":\"Drop-out rate from Grade 4 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G4.M\",\"name\":\"Drop-out rate from Grade 4 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G5\",\"name\":\"Drop-out rate from Grade 5 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G5.F\",\"name\":\"Drop-out rate from Grade 5 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G5.M\",\"name\":\"Drop-out rate from Grade 5 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G6\",\"name\":\"Drop-out rate from Grade 6 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G6.F\",\"name\":\"Drop-out rate from Grade 6 of primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of female pupils from a cohort enrolled in a given grade at a given school
year who are no longer enrolled in the following school year. Dropout rate
by grade is calculated by subtracting the sum of promotion rate and repetition
rate from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.1.G6.M\",\"name\":\"Drop-out rate from Grade 6 of primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Dropout rate by grade
is calculated by subtracting the sum of promotion rate and repetition rate
from 100.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.DR.2.GPV.F\",\"name\":\"Cumulative drop-out rate to the
last grade of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Cumulative dropout rate in lower secondary general
education is calculated by subtracting the survival rate from 100 at a given
grade.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G1.F\",\"name\":\"Drop-out
rate from Grade 1 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G1.M\",\"name\":\"Drop-out
rate from Grade 1 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G1.T\",\"name\":\"Drop-out
rate from Grade 1 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G2.F\",\"name\":\"Drop-out
rate from Grade 2 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G2.M\",\"name\":\"Drop-out
rate from Grade 2 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G2.T\",\"name\":\"Drop-out
rate from Grade 2 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G3.F\",\"name\":\"Drop-out
rate from Grade 3 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G3.M\",\"name\":\"Drop-out
rate from Grade 3 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G3.T\",\"name\":\"Drop-out
rate from Grade 3 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G4.F\",\"name\":\"Drop-out
rate from Grade 4 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G4.M\",\"name\":\"Drop-out
rate from Grade 4 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G4.T\",\"name\":\"Drop-out
rate from Grade 4 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G5.F\",\"name\":\"Drop-out
rate from Grade 5 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of female pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G5.M\",\"name\":\"Drop-out
rate from Grade 5 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of male pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.G5.T\",\"name\":\"Drop-out
rate from Grade 5 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Proportion of pupils from a cohort enrolled
in a given grade at a given school year who are no longer enrolled in the
following school year. Dropout rate by grade is calculated by subtracting
the sum of promotion rate and repetition rate from 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.M\",\"name\":\"Cumulative
drop-out rate to the last grade of lower secondary general education, male
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of male pupils from a cohort enrolled in a given grade at a given school year
who are no longer enrolled in the following school year. Cumulative dropout
rate in lower secondary general education is calculated by subtracting the
survival rate from 100 at a given grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.DR.2.GPV.T\",\"name\":\"Cumulative
drop-out rate to the last grade of lower secondary general education, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Proportion
of pupils from a cohort enrolled in a given grade at a given school year who
are no longer enrolled in the following school year. Cumulative dropout rate
in lower secondary general education is calculated by subtracting the survival
rate from 100 at a given grade.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.0.PR\",\"name\":\"Enrolment
in pre-primary education, private institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
pre-primary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.0.PR.F\",\"name\":\"Enrolment in pre-primary education,
private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
pre-primary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.0.Pu\",\"name\":\"Enrolment
in pre-primary education, public institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in public
pre-primary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.0.Pu.F\",\"name\":\"Enrolment in pre-primary education,
public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
pre-primary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G1\",\"name\":\"Enrolment in Grade 1 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 1 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G1.F\",\"name\":\"Enrolment in Grade 1 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 1 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G2\",\"name\":\"Enrolment in Grade 2 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 2 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G2.F\",\"name\":\"Enrolment in Grade 2 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 2 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G3\",\"name\":\"Enrolment in Grade 3 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 3 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G3.F\",\"name\":\"Enrolment in Grade 3 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 3 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G4\",\"name\":\"Enrolment in Grade 4 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 4 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G4.F\",\"name\":\"Enrolment in Grade 4 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 4 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G5\",\"name\":\"Enrolment in Grade 5 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 5 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G5.F\",\"name\":\"Enrolment in Grade 5 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 5 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G6\",\"name\":\"Enrolment in Grade 6 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 6 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G6.F\",\"name\":\"Enrolment in Grade 6 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 6 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G7\",\"name\":\"Enrolment in Grade 7 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in Grade 7 of primary education regardless of
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.G7.F\",\"name\":\"Enrolment in Grade 7 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 7 of primary education regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.Guk\",\"name\":\"Enrolment in primary education, Grade
unspecified, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in unspecified
grades of primary education.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.1.Guk.F\",\"name\":\"Enrolment
in primary education, Grade unspecified, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
unspecified grades of primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.PR\",\"name\":\"Enrolment in primary education, private
institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
primary education institutions regardless of age. A private education institution
is an institution that is controlled and managed by a non-governmental organization
(e.g. a church, a trade union or a business enterprise, foreign or international
agency), or its governing board consists mostly of members who have not been
selected by a public agency.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.1.PR.F\",\"name\":\"Enrolment
in primary education, private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
primary education institutions regardless of age. A private education institution
is an institution that is controlled and managed by a non-governmental organization
(e.g. a church, a trade union or a business enterprise, foreign or international
agency), or its governing board consists mostly of members who have not been
selected by a public agency.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[]},{\"id\":\"UIS.E.1.Pu\",\"name\":\"Enrolment in
primary education, public institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in public
primary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.1.Pu.F\",\"name\":\"Enrolment in primary education,
public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
primary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2\",\"name\":\"Enrolment in lower secondary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in public and private lower secondary education
institutions regardless of age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.2.F\",\"name\":\"Enrolment
in lower secondary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private lower secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV\",\"name\":\"Enrolment in lower secondary general,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at public and private lower
secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.F\",\"name\":\"Enrolment in lower secondary general,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at public and private
lower secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G1.F\",\"name\":\"Enrolment in Grade 1 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 1 of lower secondary general education. General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G1.T\",\"name\":\"Enrolment in Grade 1 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in Grade
1 of lower secondary general education. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G2.F\",\"name\":\"Enrolment in Grade 2 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 2 of lower secondary general education. General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G2.T\",\"name\":\"Enrolment in Grade 2 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in Grade
2 of lower secondary general education. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G3.F\",\"name\":\"Enrolment in Grade 3 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 3 of lower secondary general education. General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G3.T\",\"name\":\"Enrolment in Grade 3 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in Grade
3 of lower secondary general education. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G4.F\",\"name\":\"Enrolment in Grade 4 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 4 of lower secondary general education. General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G4.T\",\"name\":\"Enrolment in Grade 4 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in Grade
4 of lower secondary general education. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G5.F\",\"name\":\"Enrolment in Grade 5 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
Grade 5 of lower secondary general education. General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.G5.T\",\"name\":\"Enrolment in Grade 5 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in Grade
5 of lower secondary general education. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.GUK.F\",\"name\":\"Enrolment in lower secondary
general education, Grade unspecified, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
lower secondary general education (grade unspecified). General education is
designed to develop learners\u2019 general knowledge, skills and competencies
and literacy and numeracy skills, often to prepare students for more advanced
educational programmes at the same or higher ISCED levels and to lay the foundation
for lifelong learning. General educational programmes are typically school-
or college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.GPV.GUK.T\",\"name\":\"Enrolment in lower secondary
general education, Grade unspecified, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in lower
secondary general education (grade unspecified). General education is designed
to develop learners\u2019 general knowledge, skills and competencies and literacy
and numeracy skills, often to prepare students for more advanced educational
programmes at the same or higher ISCED levels and to lay the foundation for
lifelong learning. General educational programmes are typically school- or
college-based. General education includes educational programmes that are
designed to prepare students for entry into vocational education, but that
do not prepare for employment in a particular occupation or trade or class
of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.PR\",\"name\":\"Enrolment in lower secondary education,
private institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
lower secondary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.2.PR.F\",\"name\":\"Enrolment
in lower secondary education, private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
lower secondary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.2.PU\",\"name\":\"Enrolment
in lower secondary education, public institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in public
lower secondary education institutions regardless of age. Public education
Institutions are controlled and managed directly by a public education authority
or agency of the country where it is located or by a government agency directly
or by a governing body (council, committee etc.), most of whose members are
either appointed by a public authority of the country where it is located
or elected by public franchise.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.2.PU.F\",\"name\":\"Enrolment
in lower secondary education, public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
lower secondary education institutions regardless of age. Public education
Institutions are controlled and managed directly by a public education authority
or agency of the country where it is located or by a government agency directly
or by a governing body (council, committee etc.), most of whose members are
either appointed by a public authority of the country where it is located
or elected by public franchise.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.2.V\",\"name\":\"Enrolment
in lower secondary vocational, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in vocational
programmes at public and private lower secondary education institutions regardless
of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.2.V.F\",\"name\":\"Enrolment in lower secondary vocational,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in vocational programmes at public and
private lower secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.23.PR\",\"name\":\"Enrolment in secondary education,
private institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
secondary education institutions regardless of age. A private education institution
is an institution that is controlled and managed by a non-governmental organization
(e.g. a church, a trade union or a business enterprise, foreign or international
agency), or its governing board consists mostly of members who have not been
selected by a public agency.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.23.PR.F\",\"name\":\"Enrolment
in secondary education, private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
secondary education institutions regardless of age. A private education institution
is an institution that is controlled and managed by a non-governmental organization
(e.g. a church, a trade union or a business enterprise, foreign or international
agency), or its governing board consists mostly of members who have not been
selected by a public agency.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[]},{\"id\":\"UIS.E.23.PU\",\"name\":\"Enrolment in
secondary education, public institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in public
secondary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.23.PU.F\",\"name\":\"Enrolment in secondary education,
public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
secondary education institutions regardless of age. Public education Institutions
are controlled and managed directly by a public education authority or agency
of the country where it is located or by a government agency directly or by
a governing body (council, committee etc.), most of whose members are either
appointed by a public authority of the country where it is located or elected
by public franchise.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.3\",\"name\":\"Enrolment in upper secondary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in public and private upper secondary education
institutions regardless of age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.3.F\",\"name\":\"Enrolment
in upper secondary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private upper secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.3.GPV\",\"name\":\"Enrolment in upper secondary general,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at public and private upper
secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.3.GPV.F\",\"name\":\"Enrolment in upper secondary general,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at public and private
upper secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.3.PR\",\"name\":\"Enrolment in upper secondary education,
private institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
upper secondary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.3.PR.F\",\"name\":\"Enrolment
in upper secondary education, private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
upper secondary education institutions regardless of age. A private education
institution is an institution that is controlled and managed by a non-governmental
organization (e.g. a church, a trade union or a business enterprise, foreign
or international agency), or its governing board consists mostly of members
who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.3.PU\",\"name\":\"Enrolment
in upper secondary education, public institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in public
upper secondary education institutions regardless of age. Public education
Institutions are controlled and managed directly by a public education authority
or agency of the country where it is located or by a government agency directly
or by a governing body (council, committee etc.), most of whose members are
either appointed by a public authority of the country where it is located
or elected by public franchise.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.3.PU.F\",\"name\":\"Enrolment
in upper secondary education, public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
upper secondary education institutions regardless of age. Public education
Institutions are controlled and managed directly by a public education authority
or agency of the country where it is located or by a government agency directly
or by a governing body (council, committee etc.), most of whose members are
either appointed by a public authority of the country where it is located
or elected by public franchise.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.3.V\",\"name\":\"Enrolment
in upper secondary vocational, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in vocational
programmes at public and private upper secondary education institutions regardless
of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.3.V.F\",\"name\":\"Enrolment in upper secondary vocational,
female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in vocational programmes at public and
private upper secondary education institutions regardless of age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.4\",\"name\":\"Enrolment in post-secondary non-tertiary
education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private post-secondary non-tertiary education institutions regardless
of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.4.F\",\"name\":\"Enrolment in post-secondary non-tertiary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private post-secondary non-tertiary education institutions regardless
of age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.4.PR\",\"name\":\"Enrolment in post-secondary non-tertiary
education, private institutions, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of individuals enrolled in private
post-secondary non-tertiary education institutions regardless of age. A private
education institution is an institution that is controlled and managed by
a non-governmental organization (e.g. a church, a trade union or a business
enterprise, foreign or international agency), or its governing board consists
mostly of members who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.4.PR.F\",\"name\":\"Enrolment
in post-secondary non-tertiary education, private institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in private
post-secondary non-tertiary education institutions regardless of age. A private
education institution is an institution that is controlled and managed by
a non-governmental organization (e.g. a church, a trade union or a business
enterprise, foreign or international agency), or its governing board consists
mostly of members who have not been selected by a public agency.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.E.4.PU\",\"name\":\"Enrolment
in post-secondary non-tertiary education, public institutions, both sexes
(number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of individuals enrolled in public post-secondary non-tertiary education
institutions regardless of age. Public education Institutions are controlled
and managed directly by a public education authority or agency of the country
where it is located or by a government agency directly or by a governing body
(council, committee etc.), most of whose members are either appointed by a
public authority of the country where it is located or elected by public franchise.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.4.PU.F\",\"name\":\"Enrolment in post-secondary non-tertiary
education, public institutions, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females enrolled in public
post-secondary non-tertiary education institutions regardless of age. Public
education Institutions are controlled and managed directly by a public education
authority or agency of the country where it is located or by a government
agency directly or by a governing body (council, committee etc.), most of
whose members are either appointed by a public authority of the country where
it is located or elected by public franchise.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.5.B\",\"name\":\"Enrolment in tertiary education, ISCED
5 programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private short-cycle tertiary education programmes (ISCED 5).\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.5.B.F\",\"name\":\"Enrolment in tertiary education,
ISCED 5 programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private short-cycle tertiary education programmes (ISCED 5).\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.6\",\"name\":\"Enrolment in tertiary education, ISCED
6 programmes, both sexes (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private tertiary education institutions in programmes on the bachelors
or equivalent (ISCED 6) level.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.6.F\",\"name\":\"Enrolment in tertiary education, ISCED
6 programmes, female (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private tertiary education institutions in programmes on the bachelors
or equivalent (ISCED 6) level.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.E.7\",\"name\":\"Enrolment in tertiary education, ISCED
7 programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private tertiary education institutions in programmes on the masters or
equivalent (ISCED 7) level.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.7.F\",\"name\":\"Enrolment
in tertiary education, ISCED 7 programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private tertiary education institutions in programmes on the masters
or equivalent (ISCED 7) level.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.8\",\"name\":\"Enrolment
in tertiary education, ISCED 8 programmes, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in public
and private tertiary education institutions in programmes on the doctoral
or equivalent (ISCED 8) level.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.E.8.F\",\"name\":\"Enrolment
in tertiary education, ISCED 8 programmes, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
public and private tertiary education institutions in programmes on the doctoral
or equivalent (ISCED 8) level.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.EA.1.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with completed primary education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with completed primary (ISCED 1) as the highest level of educational attainment.
This indicator is calculated by dividing the number of persons aged 25 years
and above with completed primary education as the highest level of educational
attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with completed primary education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with completed primary (ISCED 1) as the highest level of educational
attainment. This indicator is calculated by dividing the number of females
aged 25 years and above who completed primary education as the highest level
of educational attainment by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with completed primary education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with completed primary (ISCED 1) as the highest level of educational
attainment. This indicator is calculated by dividing the number of males aged
25 years and above who completed primary education as the highest level of
educational attainment by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1T6.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed primary education
(ISCED 1 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with at least completed primary education (ISCED 1 or higher). This indicator
is calculated by dividing the number of persons aged 25 years and above with
completed primary education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1T6.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed primary education
(ISCED 1 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with at least completed primary education (ISCED 1 or higher). This
indicator is calculated by dividing the number of females aged 25 years and
above who completed primary education by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1T6.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed primary education
(ISCED 1 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least completed primary education (ISCED 1 or higher)
to the male percentage of the population with at least primary education.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
men and a value greater than 1 indicates disparity in favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.1T6.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed primary education
(ISCED 1 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with at least completed primary education (ISCED 1 or higher). This
indicator is calculated by dividing the number of males aged 25 years and
above who completed primary education by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with completed lower secondary education.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with completed lower secondary
education (ISCED 2) as the highest level of educational attainment. This indicator
is calculated by dividing the number of persons aged 25 years and above who
completed lower secondary education as the highest level of educational attainment
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with completed lower secondary education.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with completed lower secondary
education (ISCED 2) as the highest level of educational attainment. This indicator
is calculated by dividing the number of females aged 25 years and above who
completed lower secondary education as the highest level of educational attainment
by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with completed lower secondary education.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with completed lower secondary
education (ISCED 2) as the highest level of educational attainment. This indicator
is calculated by dividing the number of males aged 25 years and above who
completed lower secondary education as the highest level of educational attainment
by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2T6.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed lower secondary education
(ISCED 2 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with at least completed lower secondary education (ISCED 2 or higher). This
indicator is calculated by dividing the number of persons aged 25 years and
above with completed lower secondary education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2T6.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed lower secondary education
(ISCED 2 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with at least completed lower secondary education (ISCED 2 or higher).
This indicator is calculated by dividing the number of females aged 25 years
and above who completed lower secondary education by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2T6.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed lower secondary education
(ISCED 2 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least completed lower secondary education (ISCED
2 or higher) to the male percentage of the population with at least lower
secondary education. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of men and a value greater than 1 indicates disparity in
favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.2T6.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed lower secondary education
(ISCED 2 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with at least completed lower secondary education (ISCED 2 or higher).
This indicator is calculated by dividing the number of males aged 25 years
and above who completed lower secondary education by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with completed upper secondary education.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with completed upper secondary
education (ISCED 3) as the highest level of educational attainment. This indicator
is calculated by dividing the number of persons aged 25 years and above who
completed upper secondary education as the highest level of educational attainment
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with completed upper secondary education.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with completed upper secondary
education (ISCED 3) as the highest level of educational attainment. This indicator
is calculated by dividing the number of females aged 25 years and above who
completed upper secondary education as the highest level of educational attainment
by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with completed upper secondary education.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with completed upper secondary
education (ISCED 3) as the highest level of educational attainment. This indicator
is calculated by dividing the number of males aged 25 years and above who
completed upper secondary education as the highest level of educational attainment
by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3T6.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed upper secondary education
(ISCED 3 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with at least completed upper secondary education (ISCED 3 or higher). This
indicator is calculated by dividing the number of persons aged 25 years and
above with completed upper secondary education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3T6.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed upper secondary education
(ISCED 3 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with at least completed upper secondary education (ISCED 3 or higher).
This indicator is calculated by dividing the number of females aged 25 years
and above who completed upper secondary education by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3T6.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed upper secondary education
(ISCED 3 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least completed upper secondary education (ISCED
3 or higher) to the male percentage of the population with at least upper
secondary education. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of men and a value greater than 1 indicates disparity in
favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.3T6.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed upper secondary education
(ISCED 3 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with at least completed upper secondary education (ISCED 3 or higher).
This indicator is calculated by dividing the number of males aged 25 years
and above who completed upper secondary education by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with completed post-secondary education.
Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with completed post-secondary education
(ISCED 4) as the highest level of educational attainment. This indicator is
calculated by dividing the number of persons aged 25 years and above who completed
post-secondary education as the highest level of educational attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with completed post-secondary education.
Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with completed post-secondary
education (ISCED 4) as the highest level of educational attainment. This indicator
is calculated by dividing the number of females aged 25 years and above who
completed post-secondary education as the highest level of educational attainment
by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with completed post-secondary education.
Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with completed post-secondary
education (ISCED 4) as the highest level of educational attainment. This indicator
is calculated by dividing the number of males aged 25 years and above who
completed post-secondary education as the highest level of educational attainment
by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4T6.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed post-secondary education
(ISCED 4 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with at least completed post-secondary education (ISCED 4 or higher). This
indicator is calculated by dividing the number of persons aged 25 years and
above with completed post-secondary education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4T6.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed post-secondary education
(ISCED 4 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with at least completed post-secondary education (ISCED 4 or higher).
This indicator is calculated by dividing the number of females aged 25 years
and above who completed post-secondary education by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4T6.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed post-secondary education
(ISCED 4 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least completed post-secondary education (ISCED
4 or higher) to the male percentage of the population with at least post-secondary
education. It is calculated by dividing the female value for the indicator
by the male value for the indicator. A GPI equal to 1 indicates parity between
females and males. In general, a value less than 1 indicates disparity in
favor of men and a value greater than 1 indicates disparity in favor of women.
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.4T6.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least completed post-secondary education
(ISCED 4 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with at least completed post-secondary education (ISCED 4 or higher).
This indicator is calculated by dividing the number of males aged 25 years
and above who completed post-secondary education by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with a completed short-cycle tertiary degree
(ISCED 5). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with a completed short-cycle tertiary
degree (ISCED 5) degree as the highest level of educational attainment. This
indicator is calculated by dividing the number of persons aged 25 years and
above who completed a short-cycle tertiary degree as the highest level of
educational attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with a completed short-cycle tertiary degree
(ISCED 5). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with a completed short-cycle
tertiary degree (ISCED 5) degree as the highest level of educational attainment.
This indicator is calculated by dividing the number of females aged 25 years
and above who completed a short-cycle tertiary degree as the highest level
of educational attainment by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with a completed short-cycle tertiary degree
(ISCED 5). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with a completed short-cycle
tertiary degree (ISCED 5) degree as the highest level of educational attainment.
This indicator is calculated by dividing the number of males aged 25 years
and above who completed a short-cycle tertiary degree as the highest level
of educational attainment by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5T8.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed short-cycle tertiary
degree (ISCED 5 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator
is calculated by dividing the number of persons aged 25 years and above with
a completed short-cycle tertiary 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5T8.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed short-cycle tertiary
degree (ISCED 5 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with a completed short-cycle tertiary degree (ISCED 5) or higher.
This indicator is calculated by dividing the number of females aged 25 years
and above who completed a short-cycle tertiary degree by the total female
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5T8.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed short-cycle tertiary
degree (ISCED 5 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least completed short-cycle tertiary degree (ISCED
5 or higher) to the male percentage of the population with at least short-cycle
tertiary degree. It is calculated by dividing the female value for the indicator
by the male value for the indicator. A GPI equal to 1 indicates parity between
females and males. In general, a value less than 1 indicates disparity in
favor of men and a value greater than 1 indicates disparity in favor of women.
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.5T8.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed short-cycle tertiary
degree (ISCED 5 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This
indicator is calculated by dividing the number of males aged 25 years and
above who completed a short-cycle tertiary degree by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with a completed bachelor's or equivalent
degree (ISCED 6). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest
level of educational attainment. This indicator is calculated by dividing
the number of persons aged 25 years and above who completed a bachelor's or
equivalent degree as the highest level of educational attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with a completed bachelor's or equivalent
degree (ISCED 6). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with a completed bachelor's or equivalent degree (ISCED 6) degree
as the highest level of educational attainment. This indicator is calculated
by dividing the number of females aged 25 years and above who completed a
bachelor's or equivalent degree as the highest level of educational attainment
by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with a completed bachelor's or equivalent
degree (ISCED 6). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with a completed bachelor's
or equivalent degree (ISCED 6) degree as the highest level of educational
attainment. This indicator is calculated by dividing the number of males aged
25 years and above who completed a bachelor's or equivalent degree as the
highest level of educational attainment by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6T8.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed bachelor's or equivalent
degree (ISCED 6 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6T8.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed bachelor's or equivalent
degree (ISCED 6 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female 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 females aged 25 years
and above who completed a bachelor's or equivalent degree by the total female
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6T8.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed bachelor's or equivalent
degree (ISCED 6 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least a completed bachelor's or equivalent degree
(ISCED 6 or higher) to the male percentage of the population with at least
a completed bachelor's or equivalent degree. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of men and a value greater than 1
indicates disparity in favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.6T8.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed bachelor's or equivalent
degree (ISCED 6 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male 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 males aged 25 years
and above who completed a bachelor's or equivalent degree by the total male
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with a completed master's or equivalent degree
(ISCED 7). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with a completed master's or equivalent
degree (ISCED 7) degree as the highest level of educational attainment. This
indicator is calculated by dividing the number of persons aged 25 years and
above who completed a master's or equivalent degree as the highest level of
educational attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with a completed master's or equivalent degree
(ISCED 7). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with a completed master's
or equivalent degree (ISCED 7) degree as the highest level of educational
attainment. This indicator is calculated by dividing the number of females
aged 25 years and above who completed a master's or equivalent degree as the
highest level of educational attainment by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with a completed master's or equivalent degree
(ISCED 7). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with a completed master's
or equivalent degree (ISCED 7) degree as the highest level of educational
attainment. This indicator is calculated by dividing the number of males aged
25 years and above who completed a master's or equivalent degree as the highest
level of educational attainment by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7T8.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed master's degree
or equivalent (ISCED 7 or higher). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with a completed master's or equivalent degree (ISCED 7) or higher. This indicator
is calculated by dividing the number of persons aged 25 years and above with
a completed master'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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7T8.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed master's degree
or equivalent (ISCED 7 or higher). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with a completed master's or equivalent degree (ISCED 7) or higher.
This indicator is calculated by dividing the number of females aged 25 years
and above who completed a master's or equivalent degree by the total female
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7T8.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed master's degree
or equivalent (ISCED 7 or higher). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with at least a completed master's or equivalent degree
(ISCED 7 or higher) to the male percentage of the population with at least
a completed master's or equivalent degree. It is calculated by dividing the
female value for the indicator by the male value for the indicator. A GPI
equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of men and a value greater than 1
indicates disparity in favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.7T8.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with at least a completed master's degree
or equivalent (ISCED 7 or higher). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with a completed master's or equivalent degree (ISCED 7) or higher.
This indicator is calculated by dividing the number of males aged 25 years
and above who completed a master's or equivalent degree by the total male
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.8.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with a doctoral degree or equivalent (ISCED
8). Total\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of population (age 25 and over) with a completed doctoral or equivalent
degree (ISCED 8). This indicator is calculated by dividing the number of persons
aged 25 years and above with a completed doctoral 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.8.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with a doctoral degree or equivalent (ISCED
8). Female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of female population (age 25 and over) with a completed doctoral
or equivalent degree (ISCED 8). This indicator is calculated by dividing the
number of females aged 25 years and above who completed a doctoral or equivalent
degree by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.8.AG25T99.GPI\",\"name\":\"UIS:
Percentage of population age 25+ with a doctoral degree or equivalent (ISCED
8). Gender Parity Index\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The ratio of the female percentage of the population
(age 25 and over) with a completed doctoral or equivalent degree (ISCED 8)
to the male percentage of the population with a doctoral or equivalent degree.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
men and a value greater than 1 indicates disparity in favor of women. 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.8.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with a doctoral degree or equivalent (ISCED
8). Male\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"The
percentage of male population (age 25 and over) with a completed doctoral
or equivalent degree (ISCED 8). This indicator is calculated by dividing the
number of males aged 25 years and above who completed a doctoral or equivalent
degree by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.MEAN.1T6.AG25T99\",\"name\":\"UIS:
Mean years of schooling of the population age 25+. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean years of schooling (MYS) provides the
average number of years of education (primary\\/ISCED 1 or higher) completed
by a country\u2019s adult population (25 years and older), excluding years
spent repeating grades. For further information and specific calculation methods,
visit the UNESCO Institute for Statistics website: http:\\/\\/www.uis.unesco.org\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.MEAN.1T6.AG25T99.F\",\"name\":\"UIS:
Mean years of schooling of the population age 25+. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean years of schooling (MYS) provides the
average number of years of education (primary\\/ISCED 1 or higher) completed
by a country\u2019s female adult population (25 years and older), excluding
years spent repeating grades. For further information and specific calculation
methods, visit the UNESCO Institute for Statistics website: http:\\/\\/www.uis.unesco.org\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.MEAN.1T6.AG25T99.M\",\"name\":\"UIS:
Mean years of schooling of the population age 25+. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Mean years of schooling (MYS) provides the
average number of years of education (primary\\/ISCED 1 or higher) completed
by a country\u2019s male adult population (25 years and older), excluding
years spent repeating grades. For further information and specific calculation
methods, visit the UNESCO Institute for Statistics website: http:\\/\\/www.uis.unesco.org\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.NS.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with no schooling. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the population (age 25 and
over) with no education. This indicator is calculated by dividing the number
of persons aged 25 years and above with no education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.NS.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with no schooling. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the female population (age
25 and over) with no education. This indicator is calculated by dividing the
number of females aged 25 years and above with no education by the total female
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.NS.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with no schooling. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the male population (age
25 and over) with no education. This indicator is calculated by dividing the
number of males aged 25 years and above with no education by the total male
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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.S1.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with some primary education. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of population (age 25 and over)
with incomplete primary as the highest level of educational attainment. This
indicator is calculated by dividing the number of persons aged 25 years and
above with incomplete primary education 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.S1.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with some primary education. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of female population (age 25
and over) with incomplete primary as the highest level of educational attainment.
This indicator is calculated by dividing the number of females aged 25 years
and above with incomplete primary education by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.S1.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with some primary education. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of male population (age 25 and
over) with incomplete primary as the highest level of educational attainment.
This indicator is calculated by dividing the number of males aged 25 years
and above with incomplete primary education by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.UK.AG25T99\",\"name\":\"UIS:
Percentage of population age 25+ with unknown educational attainment. Total\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the population (age 25 and
over) with unknown educational attainment. This indicator is calculated by
dividing the number of persons aged 25 years and above with unknown educational
attainment 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.UK.AG25T99.F\",\"name\":\"UIS:
Percentage of population age 25+ with unknown educational attainment. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the female population (age
25 and over) with unknown educational attainment. This indicator is calculated
by dividing the number of females aged 25 years and above with unknown educational
attainment by the total female 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.EA.UK.AG25T99.M\",\"name\":\"UIS:
Percentage of population age 25+ with unknown educational attainment. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"The percentage of the male population (age
25 and over) with unknown educational attainment. This indicator is calculated
by dividing the number of males aged 25 years and above with unknown educational
attainment by the total male 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\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ECDP.1\",\"name\":\"Percentage
of new entrants to Grade 1 of primary education with early childhood educational
experience, both sexes (%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of new entrants to Grade 1 of
primary education who have attended some form of organised early childhood
care and education (ECCE) programmes, expressed as a percentage of the total
number of new entrants to primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ECDP.1.F\",\"name\":\"Percentage of new entrants to Grade
1 of primary education with early childhood educational experience, female
(%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new female entrants to primary grade 1 who have attended some form of organized
early childhood care and education (ECCE) program, expressed as a percentage
of total number of new female entrants to primary grade 1.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ECDP.1.GPI\",\"name\":\"Percentage of new entrants to
Grade 1 of primary education with early childhood educational experience,
gender parity index (GPI)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female percentage of new entrants
to primary education with ECCE experience to the male value for the same indicator.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ECDP.1.M\",\"name\":\"Percentage of new entrants to Grade
1 of primary education with early childhood educational experience, male (%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of new male entrants to primary grade
1 who have attended some form of organized early childhood care and education
(ECCE) program, expressed as a percentage of total number of new male entrants
to primary grade 1.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ESL.1.F\",\"name\":\"Early school leavers from primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students from a cohort
enrolled in a given school year who are no longer enrolled in the following
school year and did not complete the grade or level of education in which
they were enrolled.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ESL.1.M\",\"name\":\"Early
school leavers from primary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students from a cohort
enrolled in a given school year who are no longer enrolled in the following
school year and did not complete the grade or level of education in which
they were enrolled.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ESL.1.T\",\"name\":\"Early
school leavers from primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students from a cohort enrolled
in a given school year who are no longer enrolled in the following school
year and did not complete the grade or level of education in which they were
enrolled.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.2\",\"name\":\"Percentage
of students in lower secondary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the lower secondary
level expressed as a percentage of the total number of students (male and
female) at the lower secondary level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.2.GPV\",\"name\":\"Percentage
of students in lower secondary general education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female general education students
at the lower secondary level expressed as a percentage of the total number
of general education students (male and female) at the lower secondary level
in a given school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.2.V\",\"name\":\"Percentage
of students in lower secondary vocational education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female vocational education students
at the lower secondary level expressed as a percentage of the total number
of vocational education students (male and female) at the lower secondary
level in a given school year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.3\",\"name\":\"Percentage
of students in upper secondary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the upper secondary
level expressed as a percentage of the total number of students (male and
female) at the upper secondary level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.3.GPV\",\"name\":\"Percentage
of students in upper secondary general education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female general education students
at the upper secondary level expressed as a percentage of the total number
of general education students (male and female) at the upper secondary level
in a given school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.3.V\",\"name\":\"Percentage
of students in upper secondary vocational education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female vocational education students
at the upper secondary level expressed as a percentage of the total number
of vocational education students (male and female) at the upper secondary
level in a given school year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.4\",\"name\":\"Percentage
of students in post-secondary non-tertiary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the post-secondary
non-tertiary level expressed as a percentage of the total number of students
(male and female) at the post-secondary non-tertiary level in a given school
year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FEP.4.GPV\",\"name\":\"Percentage of students in post-secondary
non-tertiary general education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female general education students
at the post-secondary non-tertiary level expressed as a percentage of the
total number of general education students (male and female) at the post-secondary
non-tertiary level in a given school year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.4.V\",\"name\":\"Percentage
of students in post-secondary non-tertiary vocational education who are female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of female vocational education students at the post-secondary non-tertiary
level expressed as a percentage of the total number of vocational education
students (male and female) at the post-secondary non-tertiary level in a given
school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.5.B\",\"name\":\"Percentage
of students in tertiary ISCED 5 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students enrolled in short-cycle
tertiary programmes (ISCED 5) expressed as a percentage of the total number
of students (male and female) enrolled in short-cycle tertiary programmes
(ISCED 5) in a given school year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.FEP.56.F140\",\"name\":\"Percentage
of students enrolled in Education programmes in tertiary education who are
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F200\",\"name\":\"Percentage
of students enrolled in Humanities and Arts programmes in tertiary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F300\",\"name\":\"Percentage
of students enrolled in Social Sciences, Business and Law programmes in tertiary
education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students in a given
tertiary education programme, expressed as a percentage of the total number
of students enrolled in the given tertiary education programme.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F400\",\"name\":\"Percentage
of students enrolled in Science programmes in tertiary education who are female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F500\",\"name\":\"Percentage
of students enrolled in Engineering, Manufacturing and Construction programmes
in tertiary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students in a given
tertiary education programme, expressed as a percentage of the total number
of students enrolled in the given tertiary education programme.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F600\",\"name\":\"Percentage
of students enrolled in Agriculture programmes in tertiary education who are
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F700\",\"name\":\"Percentage
of students enrolled in Health and Welfare programmes in tertiary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.F800\",\"name\":\"Percentage
of students enrolled in Services programmes in tertiary education who are
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in a given tertiary education programme, expressed
as a percentage of the total number of students enrolled in the given tertiary
education programme.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.56.FOREIGN\",\"name\":\"Percentage
of all inbound internationally mobile students in tertiary education in the
host country who are female, (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female share of students who have crossed a
national or territorial border for the purposes of education and are now enrolled
outside their country of origin.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.FEP.56.FUK\",\"name\":\"Percentage
of students enrolled in programmes in unspecified fields in tertiary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students in unspecified tertiary education programmes, expressed
as a percentage of the total number of students enrolled in unspecified tertiary
education programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FEP.6\",\"name\":\"Percentage
of students in tertiary ISCED 6 programmes who are female (%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the bachelors
or equivalent level of tertiary education (ISCED 6) expressed as a percentage
of the total number of students (male and female) at that level in a given
school year. \\u000d\\u000a\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.FEP.7\",\"name\":\"Percentage
of students in tertiary ISCED 7 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the masters or
equivalent level of tertiary education (ISCED 7) expressed as a percentage
of the total number of students (male and female) at that level in a given
school year. \",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FEP.8\",\"name\":\"Percentage of students in tertiary
ISCED 8 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students at the doctoral or
equivalent level of tertiary education (ISCED 8) expressed as a percentage
of the total number of students (male and female) at that level in a given
school year. \",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FGP.5.B\",\"name\":\"Percentage of graduates from tertiary
ISCED 5 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students completing short-cycle
tertiary education programmes (ISCED 5) expressed as a percentage of the total
number of students (male and female) completing short-cycle tertiary programmes
in a given school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FGP.56.F400500\",\"name\":\"Percentage
of graduates from Science and Technology programmes in tertiary education
who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of female graduates in science and technology programmes expressed as a percentage
of the total number of tertiary graduates in science and technology programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FGP.6\",\"name\":\"Percentage
of graduates from tertiary ISCED 6 programmes who are female (%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students completing bachelors
or equivalent tertiary degree programmes (ISCED 6) expressed as a percentage
of the total number of students (male and female) completing those programmes
in a given school year.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FGP.7\",\"name\":\"Percentage
of graduates from tertiary ISCED 7 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students completing masters
or equivalent tertiary degree programmes (ISCED 7) expressed as a percentage
of the total number of students (male and female) completing those programmes
in a given school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FGP.8\",\"name\":\"Percentage of graduates from tertiary
ISCED 8 programmes who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students completing doctoral
or equivalent tertiary degree programmes (ISCED 8) expressed as a percentage
of the total number of students (male and female) completing those programmes
in a given school year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FNP.1\",\"name\":\"New entrants to Grade 1 of primary
education, percentage female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils entering grade 1 of
primary education for the first time during the course of the reference school
or academic year as a share of the total (male and female) number of new entrants
to grade 1 of primary education in that year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOFSTP.1\",\"name\":\"Out-of-school
children of primary school age, percentage female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female primary-school-age children
who are not enrolled in either primary or secondary schools as a percentage
of the total (male and female) number of primary-school-age children who are
not enrolled in either primary or secondary schools.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOFSTP.2\",\"name\":\"Out-of-school
adolescents of lower secondary school age, percentage female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female lower secondary school
age adolescents who are not enrolled in lower secondary education as a percentage
of the total number of lower secondary school age adolescents (male and female)
who are not enrolled in lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F140\",\"name\":\"Percentage
of students in tertiary education enrolled in Education programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in education programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F140.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Education programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in education programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F140.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Education programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in education programmes.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F200\",\"name\":\"Percentage
of students in tertiary education enrolled in Humanities and Arts programmes,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in humanities and arts programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F200.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Humanities and Arts programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in humanities and arts programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F200.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Humanities and Arts programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in humanities and arts programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F300\",\"name\":\"Percentage
of students in tertiary education enrolled in Social Sciences, Business and
Law programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all tertiary students who are
enrolled in social sciences, business and law programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F300.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Social Sciences, Business and Law programmes,
female (%)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in social sciences, business and law programmes.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F300.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Social Sciences, Business and Law programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all male tertiary students who are enrolled in social sciences, business
and law programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F400\",\"name\":\"Percentage
of students in tertiary education enrolled in Science programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in science programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F400.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Science programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in science programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F400.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Science programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in science programmes.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F500\",\"name\":\"Percentage
of students in tertiary education enrolled in Engineering, Manufacturing and
Construction programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all tertiary students who are
enrolled in engineering, manufacturing and construction programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F500.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Engineering, Manufacturing and Construction
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all female tertiary students who are enrolled in engineering, manufacturing
and construction programmes.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.FOSEP.56.F500.M\",\"name\":\"Percentage
of male students in tertiary education enrolled in Engineering, Manufacturing
and Construction programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in engineering, manufacturing and construction programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F600\",\"name\":\"Percentage
of students in tertiary education enrolled in Agriculture programmes, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in agriculture programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F600.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Agriculture programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in agriculture programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F600.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Agriculture programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in agriculture programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F700\",\"name\":\"Percentage
of students in tertiary education enrolled in Health and Welfare programmes,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in health and welfare programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F700.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Health and Welfare programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in health and welfare programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F700.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Health and Welfare programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in health and welfare programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.F800\",\"name\":\"Percentage
of students in tertiary education enrolled in Services programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in services programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F800.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in Services programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all female tertiary students
who are enrolled in services programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.F800.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in Services programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in services programmes.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSEP.56.FUK\",\"name\":\"Percentage
of students in tertiary education enrolled in programmes in unspecified fields,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all tertiary students who are enrolled in programmes in unspecified fields.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.FUK.F\",\"name\":\"Percentage of female students
in tertiary education enrolled in programmes in unspecified fields, female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of all female tertiary students who are enrolled in programmes in unspecified
fields.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FOSEP.56.FUK.M\",\"name\":\"Percentage of male students
in tertiary education enrolled in programmes in unspecified fields, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of all male tertiary students who
are enrolled in programmes in unspecified fields.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F140.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Education programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed education programmes in the reference
year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F200.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Humanities and Arts
programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed humanities and arts programmes
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F300.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Social Sciences,
Business and Law programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all male tertiary graduates who completed
social sciences, business and law programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F400.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Science programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed science programmes in the reference
year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F500.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Engineering, Manufacturing
and Construction programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of all male tertiary graduates who completed
engineering, manufacturing and construction programmes in the reference year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F600.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Agriculture programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed agriculture programmes in the
reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F700.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Health and Welfare
programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed health and welfare programmes
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.F800.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from Services programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed services programmes in the reference
year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FOSGP.56.FUK.M\",\"name\":\"Percentage
of male graduates from tertiary education graduating from programmes in unspecified
fields, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of all male tertiary graduates who completed programmes in unspecified fields
in the reference year.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.FTP.2\",\"name\":\"Percentage
of teachers in lower secondary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female teachers at the lower secondary
level expressed as a percentage of the total number of teachers (male and
female) at the lower secondary level in a given school year. Teachers are
persons employed full time or part time in an official capacity to guide and
direct the learning experience of pupils and students, irrespective of their
qualifications or the delivery mechanism, i.e. face-to-face and\\/or at a
distance. This definition excludes educational personnel who have no active
teaching duties (e.g. headmasters, headmistresses or principals who do not
teach) and persons who work occasionally or in a voluntary capacity in educational
institutions.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FTP.3\",\"name\":\"Percentage of teachers in upper secondary
education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female teachers at the upper secondary
level expressed as a percentage of the total number of teachers (male and
female) at the upper secondary level in a given school year. Teachers are
persons employed full time or part time in an official capacity to guide and
direct the learning experience of pupils and students, irrespective of their
qualifications or the delivery mechanism, i.e. face-to-face and\\/or at a
distance. This definition excludes educational personnel who have no active
teaching duties (e.g. headmasters, headmistresses or principals who do not
teach) and persons who work occasionally or in a voluntary capacity in educational
institutions.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.FTP.4\",\"name\":\"Percentage of teachers in post-secondary
non-tertiary education who are female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female teachers at the post-secondary
non-tertiary level expressed as a percentage of the total number of teachers
(male and female) at the post-secondary non-tertiary level in a given school
year. Teachers are persons employed full time or part time in an official
capacity to guide and direct the learning experience of pupils and students,
irrespective of their qualifications or the delivery mechanism, i.e. face-to-face
and\\/or at a distance. This definition excludes educational personnel who
have no active teaching duties (e.g. headmasters, headmistresses or principals
who do not teach) and persons who work occasionally or in a voluntary capacity
in educational institutions.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.G.5.B.F\",\"name\":\"Graduates
from ISCED 5 programmes in tertiary education, female (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students successfully
completing short-cycle tertiary education programmes (ISCED 5) in public and
private tertiary education institutions during the reference academic year.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.G.5.B.T\",\"name\":\"Graduates
from ISCED 5 programmes in tertiary education, both sexes (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students successfully completing
short-cycle tertiary education programmes (ISCED 5) in public and private
tertiary education institutions during the reference academic year.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.G.6.F\",\"name\":\"Graduates
from ISCED 6 programmes in tertiary education, female (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students successfully
completing programmes on the bachelors or equivalent (ISCED 6) level during
the reference academic year in public and private tertiary education institutions.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.G.6.T\",\"name\":\"Graduates
from ISCED 6 programmes in tertiary education, both sexes (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students successfully completing
programmes on the bachelors or equivalent (ISCED 6) level during the reference
academic year in public and private tertiary education institutions.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.G.7.F\",\"name\":\"Graduates
from ISCED 7 programmes in tertiary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students successfully
completing programmes on the masters or equivalent (ISCED 7) level during
the reference academic year in public and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.G.7.T\",\"name\":\"Graduates from ISCED 7 programmes in
tertiary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students successfully completing
programmes on the masters or equivalent (ISCED 7) level during the reference
academic year in public and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.G.8.F\",\"name\":\"Graduates from ISCED 8 programmes in
tertiary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students successfully
completing programmes on the doctoral or equivalent (ISCED 8) level during
the reference academic year in public and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.G.8.T\",\"name\":\"Graduates from ISCED 8 programmes in
tertiary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students successfully completing
programmes on the doctoral or equivalent (ISCED 8) level during the reference
academic year in public and private tertiary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.0.GPI\",\"name\":\"Gross enrolment ratio, pre-primary,
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for pre-primary
to male gross enrolment ratio for pre-primary. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.12\",\"name\":\"Gross enrolment ratio, primary and
lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in primary and lower secondary
education, regardless of age, expressed as a percentage of the population
of official primary and lower secondary education age. GER can exceed 100%
due to the inclusion of over-aged and under-aged students because of early
or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.12.F\",\"name\":\"Gross
enrolment ratio, primary and lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrollment in primary and lower
secondary education, regardless of age, expressed as a percentage of the female
population of official primary and lower secondary education age. GER can
exceed 100% due to the inclusion of over-aged and under-aged students because
of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.12.GPI\",\"name\":\"Gross
enrolment ratio, primary and lower secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for primary
and lower secondary to male gross enrolment ratio for primary and lower secondary.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.12.M\",\"name\":\"Gross
enrolment ratio, primary and lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total male enrollment in primary and lower
secondary education, regardless of age, expressed as a percentage of the male
population of official primary and lower secondary education age. GER can
exceed 100% due to the inclusion of over-aged and under-aged students because
of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.123\",\"name\":\"Gross
enrolment ratio, primary and secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in primary and secondary education,
regardless of age, expressed as a percentage of the total population of official
primary and secondary education age. GER can exceed 100% due to the inclusion
of over-aged and under-aged students because of early or late school entrance
and grade repetition.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.123.F\",\"name\":\"Gross enrolment ratio, primary
and secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrollment in primary and secondary
education, regardless of age, expressed as a percentage of the total female
population of official primary and secondary education age. GER can exceed
100% due to the inclusion of over-aged and under-aged students because of
early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.123.M\",\"name\":\"Gross enrolment ratio, primary
and secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total male enrollment in primary and secondary
education, regardless of age, expressed as a percentage of the total male
population of official primary and secondary education age. GER can exceed
100% due to the inclusion of over-aged and under-aged students because of
early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.1t6.F\",\"name\":\"Gross enrolment ratio, primary
to tertiary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrollment in primary, secondary
and tertiary education, regardless of age, expressed as a percentage of the
total female population of primary school age, secondary school age, and the
five-year age group following on from secondary school leaving. GER can exceed
100% due to the inclusion of over-aged and under-aged students because of
early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.1t6.GPI\",\"name\":\"Gross enrolment ratio, primary
to tertiary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for primary
to tertiary to the male value for the same indicator. It is calculated by
dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.1t6.M\",\"name\":\"Gross enrolment ratio, primary
to tertiary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
male enrollment in primary, secondary and tertiary education, regardless of
age, expressed as a percentage of the total male population of primary school
age, secondary school age, and the five-year age group following on from secondary
school leaving. GER can exceed 100% due to the inclusion of over-aged and
under-aged students because of early or late school entrance and grade repetition.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.2.GPI\",\"name\":\"Gross enrolment ratio, lower secondary,
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for lower
secondary to the male gross enrolment ratio for lower secondary. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.3.GPI\",\"name\":\"Gross enrolment ratio, upper secondary,
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for upper
secondary to the male gross enrolment ratio for upper secondary. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GER.4\",\"name\":\"Gross enrolment ratio, post-secondary
non-tertiary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrollment in post-secondary non-tertiary
education, regardless of age, expressed as a percentage of the total population
of official post-secondary non-tertiary education age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.4.F\",\"name\":\"Gross
enrolment ratio, post-secondary non-tertiary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrollment in post-secondary non-tertiary
education, regardless of age, expressed as a percentage of the female population
of official post-secondary non-tertiary education age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.4.GPI\",\"name\":\"Gross
enrolment ratio, post-secondary non-tertiary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female gross enrolment ratio for post-secondary
non-tertiary education to the male gross enrolment ratio for post-secondary
non-tertiary education. It is calculated by dividing the female value for
the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of males and a value greater than 1 indicates disparity
in favor of females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GER.4.M\",\"name\":\"Gross
enrolment ratio, post-secondary non-tertiary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total male enrollment in post-secondary non-tertiary
education, regardless of age, expressed as a percentage of the male population
of official post-secondary non-tertiary education age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GGR.1.GPI\",\"name\":\"Gross
graduation ratio from primary education, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female gross primary graduation
ratio to the male gross primary graduation ratio. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GGR.2\",\"name\":\"Gross graduation ratio from lower secondary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of graduates regardless of age in all
lower secondary education programmes expressed as a percentage of the population
at the theoretical graduation age for lower secondary education. The ratio
can exceed 100% due to over-aged and under-aged adolescents who enter lower
secondary school for the first time early or late and\\/or repeat grades.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GGR.2.F\",\"name\":\"Gross lower secondary graduation
ratio. All programmes. Female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Gross lower secondary graduation ratio. All
programmes. Female is the number of female graduates regardless of age in
all lower secondary education programmes expressed as a percentage of the
female population at the theoretical graduation age for lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GGR.2.GPI\",\"name\":\"Gross graduation ratio from lower
secondary education, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female gross lower secondary graduation
ratio to the male gross lower secondary graduation ratio. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GGR.2.M\",\"name\":\"Gross
lower secondary graduation ratio. All programmes. Male\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Gross lower secondary graduation ratio. All
programmes. Male is the number of male graduates regardless of age in all
lower secondary education programmes expressed as a percentage of the male
population at the theoretical graduation age for lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GGR.5.A.GPI\",\"name\":\"Gross graduation ratio from first
degree programmes (ISCED 6 and 7) in tertiary education, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female gross graduation ratio to the male value for the same indicator.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GOER.56\",\"name\":\"Gross outbound enrolment ratio, all
regions, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of mobile tertiary students coming
from a country\\/region as a percentage of the population of tertiary student
age in their home country.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.GTVP.2.GPV\",\"name\":\"Percentage
of students in lower secondary education enrolled in general programmes, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at the lower secondary education
level, expressed as a percentage of the total number of students enrolled
in all programmes (vocational and general) at the lower secondary level. General
education is designed to develop learners\u2019 general knowledge, skills
and competencies and literacy and numeracy skills, often to prepare students
for more advanced educational programmes at the same or higher ISCED levels
and to lay the foundation for lifelong learning. General educational programmes
are typically school- or college-based. General education includes educational
programmes that are designed to prepare students for entry into vocational
education, but that do not prepare for employment in a particular occupation
or trade or class of occupations or trades, nor lead directly to a labour
market relevant qualification.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.2.GPV.F\",\"name\":\"Percentage
of female students in lower secondary education enrolled in general programmes,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at the lower secondary
education level, expressed as a percentage of the total number of female students
enrolled in all programmes (vocational and general) at the lower secondary
level. General education is designed to develop learners\u2019 general knowledge,
skills and competencies and literacy and numeracy skills, often to prepare
students for more advanced educational programmes at the same or higher ISCED
levels and to lay the foundation for lifelong learning. General educational
programmes are typically school- or college-based. General education includes
educational programmes that are designed to prepare students for entry into
vocational education, but that do not prepare for employment in a particular
occupation or trade or class of occupations or trades, nor lead directly to
a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.2.GPV.M\",\"name\":\"Percentage
of male students in lower secondary education enrolled in general programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in general programmes at the lower secondary
education level, expressed as a percentage of the total number of male students
enrolled in all programmes (vocational and general) at the lower secondary
level. General education is designed to develop learners\u2019 general knowledge,
skills and competencies and literacy and numeracy skills, often to prepare
students for more advanced educational programmes at the same or higher ISCED
levels and to lay the foundation for lifelong learning. General educational
programmes are typically school- or college-based. General education includes
educational programmes that are designed to prepare students for entry into
vocational education, but that do not prepare for employment in a particular
occupation or trade or class of occupations or trades, nor lead directly to
a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.2.V\",\"name\":\"Percentage
of students in lower secondary education enrolled in vocational programmes,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in vocational programmes at the lower secondary
education level, expressed as a percentage of the total number of students
enrolled in all programmes (vocational and general) at the lower secondary
level. Vocational education is designed for learners to acquire the knowledge,
skills and competencies specific to a particular occupation or trade or class
of occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GTVP.2.V.F\",\"name\":\"Percentage of female students
in lower secondary education enrolled in vocational programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
vocational programmes at the lower secondary education level, expressed as
a percentage of the total number of female students enrolled in all programmes
(vocational and general) at the lower secondary level. Vocational education
is designed for learners to acquire the knowledge, skills and competencies
specific to a particular occupation or trade or class of occupations or trades.
Vocational education may have work-based components (e.g. apprenticeships).
Successful completion of such programmes leads to labour-market relevant vocational
qualifications acknowledged as occupationally-oriented by the relevant national
authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.2.V.M\",\"name\":\"Percentage
of male students in lower secondary education enrolled in vocational programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in vocational programmes at the lower secondary
education level, expressed as a percentage of the total number of male students
enrolled in all programmes (vocational and general) at the lower secondary
level. Vocational education is designed for learners to acquire the knowledge,
skills and competencies specific to a particular occupation or trade or class
of occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.23.GPV\",\"name\":\"Percentage
of students in secondary education enrolled in general programmes, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at the secondary education
level, expressed as a percentage of the total number of students enrolled
in all programmes (vocational and general) at the secondary level. General
education is designed to develop learners\u2019 general knowledge, skills
and competencies and literacy and numeracy skills, often to prepare students
for more advanced educational programmes at the same or higher ISCED levels
and to lay the foundation for lifelong learning. General educational programmes
are typically school- or college-based. General education includes educational
programmes that are designed to prepare students for entry into vocational
education, but that do not prepare for employment in a particular occupation
or trade or class of occupations or trades, nor lead directly to a labour
market relevant qualification.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.23.GPV.F\",\"name\":\"Percentage
of female students in secondary education enrolled in general programmes,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at the secondary
education level, expressed as a percentage of the total number of female students
enrolled in all programmes (vocational and general) at the secondary level.
General education is designed to develop learners\u2019 general knowledge,
skills and competencies and literacy and numeracy skills, often to prepare
students for more advanced educational programmes at the same or higher ISCED
levels and to lay the foundation for lifelong learning. General educational
programmes are typically school- or college-based. General education includes
educational programmes that are designed to prepare students for entry into
vocational education, but that do not prepare for employment in a particular
occupation or trade or class of occupations or trades, nor lead directly to
a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.23.GPV.M\",\"name\":\"Percentage
of male students in secondary education enrolled in general programmes, male
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in general programmes at the secondary education
level, expressed as a percentage of the total number of male students enrolled
in all programmes (vocational and general) at the secondary level. General
education is designed to develop learners\u2019 general knowledge, skills
and competencies and literacy and numeracy skills, often to prepare students
for more advanced educational programmes at the same or higher ISCED levels
and to lay the foundation for lifelong learning. General educational programmes
are typically school- or college-based. General education includes educational
programmes that are designed to prepare students for entry into vocational
education, but that do not prepare for employment in a particular occupation
or trade or class of occupations or trades, nor lead directly to a labour
market relevant qualification.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.3.GPV\",\"name\":\"Percentage
of students in upper secondary education enrolled in general programmes, both
sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at the upper secondary education
level, expressed as a percentage of the total number of students enrolled
in all programmes (vocational and general) at the upper secondary level. General
education is designed to develop learners\u2019 general knowledge, skills
and competencies and literacy and numeracy skills, often to prepare students
for more advanced educational programmes at the same or higher ISCED levels
and to lay the foundation for lifelong learning. General educational programmes
are typically school- or college-based. General education includes educational
programmes that are designed to prepare students for entry into vocational
education, but that do not prepare for employment in a particular occupation
or trade or class of occupations or trades, nor lead directly to a labour
market relevant qualification.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.3.GPV.F\",\"name\":\"Percentage
of female students in upper secondary education enrolled in general programmes,
female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at the upper secondary
education level, expressed as a percentage of the total number of female students
enrolled in all programmes (vocational and general) at the upper secondary
level. General education is designed to develop learners\u2019 general knowledge,
skills and competencies and literacy and numeracy skills, often to prepare
students for more advanced educational programmes at the same or higher ISCED
levels and to lay the foundation for lifelong learning. General educational
programmes are typically school- or college-based. General education includes
educational programmes that are designed to prepare students for entry into
vocational education, but that do not prepare for employment in a particular
occupation or trade or class of occupations or trades, nor lead directly to
a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.3.GPV.M\",\"name\":\"Percentage
of male students in upper secondary education enrolled in general programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in general programmes at the upper secondary
education level, expressed as a percentage of the total number of male students
enrolled in all programmes (vocational and general) at the upper secondary
level. General education is designed to develop learners\u2019 general knowledge,
skills and competencies and literacy and numeracy skills, often to prepare
students for more advanced educational programmes at the same or higher ISCED
levels and to lay the foundation for lifelong learning. General educational
programmes are typically school- or college-based. General education includes
educational programmes that are designed to prepare students for entry into
vocational education, but that do not prepare for employment in a particular
occupation or trade or class of occupations or trades, nor lead directly to
a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.3.V\",\"name\":\"Percentage
of students in upper secondary education enrolled in vocational programmes,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in vocational programmes at the upper secondary
education level, expressed as a percentage of the total number of students
enrolled in all programmes (vocational and general) at the upper secondary
level. Vocational education is designed for learners to acquire the knowledge,
skills and competencies specific to a particular occupation or trade or class
of occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.GTVP.3.V.F\",\"name\":\"Percentage of female students
in upper secondary education enrolled in vocational programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students enrolled in
vocational programmes at the upper secondary education level, expressed as
a percentage of the total number of female students enrolled in all programmes
(vocational and general) at the upper secondary level. Vocational education
is designed for learners to acquire the knowledge, skills and competencies
specific to a particular occupation or trade or class of occupations or trades.
Vocational education may have work-based components (e.g. apprenticeships).
Successful completion of such programmes leads to labour-market relevant vocational
qualifications acknowledged as occupationally-oriented by the relevant national
authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.3.V.M\",\"name\":\"Percentage
of male students in upper secondary education enrolled in vocational programmes,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in vocational programmes at the upper secondary
education level, expressed as a percentage of the total number of male students
enrolled in all programmes (vocational and general) at the upper secondary
level. Vocational education is designed for learners to acquire the knowledge,
skills and competencies specific to a particular occupation or trade or class
of occupations or trades. Vocational education may have work-based components
(e.g. apprenticeships). Successful completion of such programmes leads to
labour-market relevant vocational qualifications acknowledged as occupationally-oriented
by the relevant national authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.GPV\",\"name\":\"Percentage
of students in post-secondary non-tertiary education enrolled in general programmes,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students enrolled in general programmes at the post-secondary non-tertiary
education level, expressed as a percentage of the total number of students
enrolled in all programmes (vocational and general) at the post-secondary
non-tertiary level. General education is designed to develop learners\u2019
general knowledge, skills and competencies and literacy and numeracy skills,
often to prepare students for more advanced educational programmes at the
same or higher ISCED levels and to lay the foundation for lifelong learning.
General educational programmes are typically school- or college-based. General
education includes educational programmes that are designed to prepare students
for entry into vocational education, but that do not prepare for employment
in a particular occupation or trade or class of occupations or trades, nor
lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.GPV.F\",\"name\":\"Percentage
of female students in post-secondary non-tertiary education enrolled in general
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in general programmes at the post-secondary
non-tertiary education level, expressed as a percentage of the total number
of female students enrolled in all programmes (vocational and general) at
the post-secondary non-tertiary level. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.GPV.M\",\"name\":\"Percentage
of male students in post-secondary non-tertiary education enrolled in general
programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in general programmes at the post-secondary
non-tertiary education level, expressed as a percentage of the total number
of male students enrolled in all programmes (vocational and general) at the
post-secondary non-tertiary level. General education is designed to develop
learners\u2019 general knowledge, skills and competencies and literacy and
numeracy skills, often to prepare students for more advanced educational programmes
at the same or higher ISCED levels and to lay the foundation for lifelong
learning. General educational programmes are typically school- or college-based.
General education includes educational programmes that are designed to prepare
students for entry into vocational education, but that do not prepare for
employment in a particular occupation or trade or class of occupations or
trades, nor lead directly to a labour market relevant qualification.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.V\",\"name\":\"Percentage
of students in post-secondary non-tertiary education enrolled in vocational
programmes, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students enrolled in vocational
programmes at the post-secondary non-tertiary education level, expressed as
a percentage of the total number of students enrolled in all programmes (vocational
and general) at the post-secondary non-tertiary level. Vocational education
is designed for learners to acquire the knowledge, skills and competencies
specific to a particular occupation or trade or class of occupations or trades.
Vocational education may have work-based components (e.g. apprenticeships).
Successful completion of such programmes leads to labour-market relevant vocational
qualifications acknowledged as occupationally-oriented by the relevant national
authorities and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.V.F\",\"name\":\"Percentage
of female students in post-secondary non-tertiary education enrolled in vocational
programmes, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female students enrolled in vocational programmes at the post-secondary
non-tertiary education level, expressed as a percentage of the total number
of female students enrolled in all programmes (vocational and general) at
the post-secondary non-tertiary level. Vocational education is designed for
learners to acquire the knowledge, skills and competencies specific to a particular
occupation or trade or class of occupations or trades. Vocational education
may have work-based components (e.g. apprenticeships). Successful completion
of such programmes leads to labour-market relevant vocational qualifications
acknowledged as occupationally-oriented by the relevant national authorities
and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[]},{\"id\":\"UIS.GTVP.4.V.M\",\"name\":\"Percentage
of male students in post-secondary non-tertiary education enrolled in vocational
programmes, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students enrolled in vocational programmes at the post-secondary
non-tertiary education level, expressed as a percentage of the total number
of male students enrolled in all programmes (vocational and general) at the
post-secondary non-tertiary level. Vocational education is designed for learners
to acquire the knowledge, skills and competencies specific to a particular
occupation or trade or class of occupations or trades. Vocational education
may have work-based components (e.g. apprenticeships). Successful completion
of such programmes leads to labour-market relevant vocational qualifications
acknowledged as occupationally-oriented by the relevant national authorities
and\\/or the labour market.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[]},{\"id\":\"UIS.LP.AG15T24\",\"name\":\"Youth illiterate
population, 15-24 years, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of youth between age 15 and age
24 who cannot both read and write with understanding a short simple statement
on their everyday life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG15T24.F\",\"name\":\"Youth illiterate population,
15-24 years, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females between age 15 and
age 24 who cannot both read and write with understanding a short simple statement
on their everyday life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG15T24.M\",\"name\":\"Youth illiterate population,
15-24 years, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of males between age 15 and age
24 who cannot both read and write with understanding a short simple statement
on their everyday life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG15T99\",\"name\":\"Adult illiterate population, 15+
years, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of adults over age 15 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG15T99.F\",\"name\":\"Adult illiterate population,
15+ years, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females over age 15 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG15T99.M\",\"name\":\"Adult illiterate population,
15+ years, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of males over age 15 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LP.AG65\",\"name\":\"Elderly illiterate population, 65+
years, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of adults over age 65 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LP.AG65.F\",\"name\":\"Elderly
illiterate population, 65+ years, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of females over age 65 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LP.AG65.M\",\"name\":\"Elderly
illiterate population, 65+ years, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of males over age 65 who cannot
both read and write with understanding a short simple statement on their everyday
life.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LPP.AG15T24\",\"name\":\"Youth
illiterate population, 15-24 years, % female\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Share of the youth illiterate population that
is female.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LPP.AG15T99\",\"name\":\"Adult illiterate population,
15+ years, % female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the adult illiterate population that is female.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LPP.AG65\",\"name\":\"Elderly illiterate population, 65+
years, % female\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Share
of the elderly illiterate population that is female.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LR.AG15T99.GPI\",\"name\":\"Adult
literacy rate, population 15+ years, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adult literacy rate to the
male adult literacy rate. It is calculated by dividing the female value for
the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of males and a value greater than 1 indicates disparity
in favor of females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.LR.AG65\",\"name\":\"Elderly literacy rate, population
65+ years, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of the population age 65 and above
who can, with understanding, read and write a short, simple statement on their
everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019,
the ability to make simple arithmetic calculations. This indicator is calculated
by dividing the number of literates aged 65 years and over by the corresponding
age group population and multiplying the result by 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LR.AG65.F\",\"name\":\"Elderly
literacy rate, population 65+ years, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of females age 65 and above who
can, with understanding, read and write a short, simple statement on their
everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019,
the ability to make simple arithmetic calculations. This indicator is calculated
by dividing the number of female literates aged 65 years and over by the corresponding
age group population and multiplying the result by 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LR.AG65.GPI\",\"name\":\"Elderly
literacy rate, population 65+ years, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female elderly literacy rate to the
male elderly literacy rate. It is calculated by dividing the female value
for the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. In general, a value less than 1 indicates
disparity in favor of males and a value greater than 1 indicates disparity
in favor of females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.LR.AG65.M\",\"name\":\"Elderly
literacy rate, population 65+ years, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of males age 65 and above who can,
with understanding, read and write a short, simple statement on their everyday
life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019,
the ability to make simple arithmetic calculations. This indicator is calculated
by dividing the number of male literates aged 65 years and over by the corresponding
age group population and multiplying the result by 100.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.MENF.56\",\"name\":\"Net
flow of internationally mobile students (inbound - outbound), both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of tertiary students from abroad (inbound
students) studying in a given country minus the number of students at the
same level from a given country studying abroad (outbound students).\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.MENFR.56\",\"name\":\"Net
flow ratio of internationally mobile students (inbound - outbound), both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of tertiary students from abroad (inbound students) studying in a given
country minus the number of students at the same level of education from that
country studying abroad (outbound students), expressed as a percentage of
total tertiary enrolment in that country.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.MS.56.F\",\"name\":\"Total
inbound internationally mobile students, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students who have crossed
a national or territorial border for the purpose of education and are now
enrolled in tertiary institutions outside their country of origin.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.MS.56.T\",\"name\":\"Total inbound internationally mobile
students, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students who have crossed a
national or territorial border for the purpose of education and are now enrolled
in tertiary institutions outside their country of origin.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.MSEP.56\",\"name\":\"Inbound mobility rate, both sexes
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of students from abroad studying in a given country, as a percentage of the
total tertiary enrollment in that country.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.MSEP.56.F\",\"name\":\"Inbound mobility rate, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female students from abroad studying
in a given country, as a percentage of the total female tertiary enrollment
in that country.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.MSEP.56.M\",\"name\":\"Inbound
mobility rate, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male students from abroad studying
in a given country, as a percentage of the total male tertiary enrollment
in that country.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1\",\"name\":\"UIS:
Net attendance rate, primary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.F\",\"name\":\"UIS:
Net attendance rate, primary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.GPI\",\"name\":\"UIS:
Net attendance rate, primary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.M\",\"name\":\"UIS:
Net attendance rate, primary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q1\",\"name\":\"UIS:
Net attendance rate, primary, poorest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q1.F\",\"name\":\"UIS:
Net attendance rate, primary, poorest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q1.GPI\",\"name\":\"UIS:
Net attendance rate, primary, poorest quintile, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q1.M\",\"name\":\"UIS:
Net attendance rate, primary, poorest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q2\",\"name\":\"UIS:
Net attendance rate, primary, second quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q2.F\",\"name\":\"UIS:
Net attendance rate, primary, second quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q2.GPI\",\"name\":\"UIS:
Net attendance rate, primary, second quintile, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q2.M\",\"name\":\"UIS:
Net attendance rate, primary, second quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q3\",\"name\":\"UIS:
Net attendance rate, primary, middle quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q3.F\",\"name\":\"UIS:
Net attendance rate, primary, middle quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q3.GPI\",\"name\":\"UIS:
Net attendance rate, primary, middle quintile, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q3.M\",\"name\":\"UIS:
Net attendance rate, primary, middle quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q4\",\"name\":\"UIS:
Net attendance rate, primary, fourth quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q4.F\",\"name\":\"UIS:
Net attendance rate, primary, fourth quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q4.GPI\",\"name\":\"UIS:
Net attendance rate, primary, fourth quintile, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q4.M\",\"name\":\"UIS:
Net attendance rate, primary, fourth quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q5\",\"name\":\"UIS:
Net attendance rate, primary, richest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q5.F\",\"name\":\"UIS:
Net attendance rate, primary, richest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q5.GPI\",\"name\":\"UIS:
Net attendance rate, primary, richest quintile, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.Q5.M\",\"name\":\"UIS:
Net attendance rate, primary, richest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.RUR\",\"name\":\"UIS:
Net attendance rate, primary, rural, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.RUR.F\",\"name\":\"UIS:
Net attendance rate, primary, rural, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.RUR.GPI\",\"name\":\"UIS:
Net attendance rate, primary, rural, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.RUR.M\",\"name\":\"UIS:
Net attendance rate, primary, rural, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.URB\",\"name\":\"UIS:
Net attendance rate, primary, urban, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.URB.F\",\"name\":\"UIS:
Net attendance rate, primary, urban, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.URB.GPI\",\"name\":\"UIS:
Net attendance rate, primary, urban, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for primary education attending that
level, expressed as a percentage of the total population in that age group.
The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.1.URB.M\",\"name\":\"UIS:
Net attendance rate, primary, urban, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for primary education attending that level, expressed as a percentage
of the total population in that age group. The UNESCO Institute for Statistics
(UIS) calculates household survey-based education indicators using data from
Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys
(MICS). School participation in household surveys and censuses is commonly
measured by whether pupils or students attended a given grade or level of
education at least one day during the academic reference year. Therefore,
indicators of school participation derived from household survey data refer
to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted net
attendance rate\u201D. The comparable indicator for administrative data is
\\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2\",\"name\":\"UIS:
Net attendance rate, lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for lower secondary education attending
that level, expressed as a percentage of the total population in that age
group. The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q1\",\"name\":\"UIS:
Net attendance rate, lower secondary, poorest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q1.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, poorest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q1.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, poorest quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net attendance rate to male net attendance rate. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. Net attendance
rate is the total number of students in the theoretical age group for lower
secondary education attending that level, expressed as a percentage of the
total population in that age group. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Net Enrolment Rate\\\" because the data is
based on numbers of students officially enrolled in educational institutions
in the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q1.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, poorest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q2\",\"name\":\"UIS:
Net attendance rate, lower secondary, second quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q2.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, second quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q2.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, second quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net attendance rate to male net attendance rate. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. Net attendance
rate is the total number of students in the theoretical age group for lower
secondary education attending that level, expressed as a percentage of the
total population in that age group. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Net Enrolment Rate\\\" because the data is
based on numbers of students officially enrolled in educational institutions
in the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q2.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, second quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q3\",\"name\":\"UIS:
Net attendance rate, lower secondary, middle quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q3.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, middle quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q3.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, middle quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net attendance rate to male net attendance rate. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. Net attendance
rate is the total number of students in the theoretical age group for lower
secondary education attending that level, expressed as a percentage of the
total population in that age group. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Net Enrolment Rate\\\" because the data is
based on numbers of students officially enrolled in educational institutions
in the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q3.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, middle quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q4\",\"name\":\"UIS:
Net attendance rate, lower secondary, fourth quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q4.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, fourth quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q4.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, fourth quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net attendance rate to male net attendance rate. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. Net attendance
rate is the total number of students in the theoretical age group for lower
secondary education attending that level, expressed as a percentage of the
total population in that age group. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Net Enrolment Rate\\\" because the data is
based on numbers of students officially enrolled in educational institutions
in the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q4.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, fourth quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q5\",\"name\":\"UIS:
Net attendance rate, lower secondary, richest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q5.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, richest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q5.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, richest quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net attendance rate to male net attendance rate. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. Net attendance
rate is the total number of students in the theoretical age group for lower
secondary education attending that level, expressed as a percentage of the
total population in that age group. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Net Enrolment Rate\\\" because the data is
based on numbers of students officially enrolled in educational institutions
in the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.Q5.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, richest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.RUR\",\"name\":\"UIS:
Net attendance rate, lower secondary, rural, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.RUR.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, rural, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.RUR.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, rural, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for lower secondary education attending
that level, expressed as a percentage of the total population in that age
group. The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.RUR.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, rural, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.URB\",\"name\":\"UIS:
Net attendance rate, lower secondary, urban, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.URB.F\",\"name\":\"UIS:
Net attendance rate, lower secondary, urban, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.URB.GPI\",\"name\":\"UIS:
Net attendance rate, lower secondary, urban, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net attendance rate to male
net attendance rate. It is calculated by dividing the female value for the
indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Net attendance rate is the total number
of students in the theoretical age group for lower secondary education attending
that level, expressed as a percentage of the total population in that age
group. The UNESCO Institute for Statistics (UIS) calculates household survey-based
education indicators using data from Demographic and Health Surveys (DHS)
and Multiple Indicator Cluster Surveys (MICS). School participation in household
surveys and censuses is commonly measured by whether pupils or students attended
a given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NAR.2.URB.M\",\"name\":\"UIS:
Net attendance rate, lower secondary, urban, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in the theoretical
age group for lower secondary education attending that level, expressed as
a percentage of the total population in that age group. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students
officially enrolled in educational institutions in the stated year. For more
information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1\",\"name\":\"UIS:
Adjusted net attendance rate, primary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net attendance rate
to male adjusted net attendance rate. It is calculated by dividing the female
value for the indicator by the male value for the indicator. A GPI equal to
1 indicates parity between females and males. Adjusted net attendance rate
is the total number of students of the official primary school age group who
attended primary or secondary education at any time during the reference academic
year, expressed as a percentage of the corresponding population. The UNESCO
Institute for Statistics (UIS) calculates household survey-based education
indicators using data from Demographic and Health Surveys (DHS) and Multiple
Indicator Cluster Surveys (MICS). School participation in household surveys
and censuses is commonly measured by whether pupils or students attended a
given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Adjusted net enrolment rate, primary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q1\",\"name\":\"UIS:
Adjusted net attendance rate, primary, poorest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q1.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, poorest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q1.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, poorest quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female adjusted net attendance rate to male adjusted net attendance rate.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. Adjusted net attendance rate is the total number of students of
the official primary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q1.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, poorest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q2\",\"name\":\"UIS:
Adjusted net attendance rate, primary, second quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q2.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, second quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q2.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, second quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female adjusted net attendance rate to male adjusted net attendance rate.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. Adjusted net attendance rate is the total number of students of
the official primary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q2.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, second quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q3\",\"name\":\"UIS:
Adjusted net attendance rate, primary, middle quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q3.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, middle quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q3.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, middle quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female adjusted net attendance rate to male adjusted net attendance rate.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. Adjusted net attendance rate is the total number of students of
the official primary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q3.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, middle quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q4\",\"name\":\"UIS:
Adjusted net attendance rate, primary, fourth quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q4.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, fourth quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q4.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, fourth quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female adjusted net attendance rate to male adjusted net attendance rate.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. Adjusted net attendance rate is the total number of students of
the official primary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q4.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, fourth quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q5\",\"name\":\"UIS:
Adjusted net attendance rate, primary, richest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q5.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, richest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q5.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, richest quintile, gender parity index
(GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female adjusted net attendance rate to male adjusted net attendance rate.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. Adjusted net attendance rate is the total number of students of
the official primary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.Q5.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, richest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.RUR\",\"name\":\"UIS:
Adjusted net attendance rate, primary, rural, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.RUR.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, rural, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.RUR.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, rural, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net attendance rate
to male adjusted net attendance rate. It is calculated by dividing the female
value for the indicator by the male value for the indicator. A GPI equal to
1 indicates parity between females and males. Adjusted net attendance rate
is the total number of students of the official primary school age group who
attended primary or secondary education at any time during the reference academic
year, expressed as a percentage of the corresponding population. The UNESCO
Institute for Statistics (UIS) calculates household survey-based education
indicators using data from Demographic and Health Surveys (DHS) and Multiple
Indicator Cluster Surveys (MICS). School participation in household surveys
and censuses is commonly measured by whether pupils or students attended a
given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Adjusted net enrolment rate, primary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.RUR.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, rural, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.URB\",\"name\":\"UIS:
Adjusted net attendance rate, primary, urban, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.URB.F\",\"name\":\"UIS:
Adjusted net attendance rate, primary, urban, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.URB.GPI\",\"name\":\"UIS:
Adjusted net attendance rate, primary, urban, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net attendance rate
to male adjusted net attendance rate. It is calculated by dividing the female
value for the indicator by the male value for the indicator. A GPI equal to
1 indicates parity between females and males. Adjusted net attendance rate
is the total number of students of the official primary school age group who
attended primary or secondary education at any time during the reference academic
year, expressed as a percentage of the corresponding population. The UNESCO
Institute for Statistics (UIS) calculates household survey-based education
indicators using data from Demographic and Health Surveys (DHS) and Multiple
Indicator Cluster Surveys (MICS). School participation in household surveys
and censuses is commonly measured by whether pupils or students attended a
given grade or level of education at least one day during the academic reference
year. Therefore, indicators of school participation derived from household
survey data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Adjusted net enrolment rate, primary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NARA.1.URB.M\",\"name\":\"UIS:
Adjusted net attendance rate, primary, urban, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official primary
school age group who attended primary or secondary education at any time during
the reference academic year, expressed as a percentage of the corresponding
population. The UNESCO Institute for Statistics (UIS) calculates household
survey-based education indicators using data from Demographic and Health Surveys
(DHS) and Multiple Indicator Cluster Surveys (MICS). School participation
in household surveys and censuses is commonly measured by whether pupils or
students attended a given grade or level of education at least one day during
the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because
the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2\",\"name\":\"UIS:
Total net attendance rate, lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female total net attendance rate to
male total net attendance rate. It is calculated by dividing the female value
for the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Total net attendance rate is the total number
of students of the official lower secondary school age group who attended
primary or secondary education at any time during the reference academic year,
expressed as a percentage of the corresponding population. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Total net enrolment rate, lower secondary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q1\",\"name\":\"UIS:
Total net attendance rate, lower secondary, poorest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q1.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, poorest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q1.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, poorest quintile, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female total net attendance rate to male total net attendance rate. It
is calculated by dividing the female value for the indicator by the male value
for the indicator. A GPI equal to 1 indicates parity between females and males.
Total net attendance rate is the total number of students of the official
lower secondary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q1.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, poorest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q2\",\"name\":\"UIS:
Total net attendance rate, lower secondary, second quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q2.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, second quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q2.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, second quintile, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female total net attendance rate to male total net attendance rate. It
is calculated by dividing the female value for the indicator by the male value
for the indicator. A GPI equal to 1 indicates parity between females and males.
Total net attendance rate is the total number of students of the official
lower secondary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q2.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, second quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q3\",\"name\":\"UIS:
Total net attendance rate, lower secondary, middle quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q3.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, middle quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q3.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, middle quintile, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female total net attendance rate to male total net attendance rate. It
is calculated by dividing the female value for the indicator by the male value
for the indicator. A GPI equal to 1 indicates parity between females and males.
Total net attendance rate is the total number of students of the official
lower secondary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q3.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, middle quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q4\",\"name\":\"UIS:
Total net attendance rate, lower secondary, fourth quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q4.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, fourth quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q4.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, fourth quintile, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female total net attendance rate to male total net attendance rate. It
is calculated by dividing the female value for the indicator by the male value
for the indicator. A GPI equal to 1 indicates parity between females and males.
Total net attendance rate is the total number of students of the official
lower secondary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q4.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, fourth quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q5\",\"name\":\"UIS:
Total net attendance rate, lower secondary, richest quintile, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q5.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, richest quintile, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q5.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, richest quintile, gender parity
index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female total net attendance rate to male total net attendance rate. It
is calculated by dividing the female value for the indicator by the male value
for the indicator. A GPI equal to 1 indicates parity between females and males.
Total net attendance rate is the total number of students of the official
lower secondary school age group who attended primary or secondary education
at any time during the reference academic year, expressed as a percentage
of the corresponding population. The UNESCO Institute for Statistics (UIS)
calculates household survey-based education indicators using data from Demographic
and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.Q5.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, richest quintile, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.RUR\",\"name\":\"UIS:
Total net attendance rate, lower secondary, rural, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.RUR.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, rural, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.RUR.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, rural, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female total net attendance rate to
male total net attendance rate. It is calculated by dividing the female value
for the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Total net attendance rate is the total number
of students of the official lower secondary school age group who attended
primary or secondary education at any time during the reference academic year,
expressed as a percentage of the corresponding population. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Total net enrolment rate, lower secondary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.RUR.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, rural, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.URB\",\"name\":\"UIS:
Total net attendance rate, lower secondary, urban, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.URB.F\",\"name\":\"UIS:
Total net attendance rate, lower secondary, urban, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.URB.GPI\",\"name\":\"UIS:
Total net attendance rate, lower secondary, urban, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female total net attendance rate to
male total net attendance rate. It is calculated by dividing the female value
for the indicator by the male value for the indicator. A GPI equal to 1 indicates
parity between females and males. Total net attendance rate is the total number
of students of the official lower secondary school age group who attended
primary or secondary education at any time during the reference academic year,
expressed as a percentage of the corresponding population. The UNESCO Institute
for Statistics (UIS) calculates household survey-based education indicators
using data from Demographic and Health Surveys (DHS) and Multiple Indicator
Cluster Surveys (MICS). School participation in household surveys and censuses
is commonly measured by whether pupils or students attended a given grade
or level of education at least one day during the academic reference year.
Therefore, indicators of school participation derived from household survey
data refer to attendance, e.g. \u201Cnet attendance rate\u201D or \u201Cadjusted
net attendance rate\u201D. The comparable indicator for administrative data
is \\\"Total net enrolment rate, lower secondary\\\" because the data is based
on numbers of students officially enrolled in educational institutions in
the stated year. For more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NART.2.URB.M\",\"name\":\"UIS:
Total net attendance rate, lower secondary, urban, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who attended primary or secondary education at
any time during the reference academic year, expressed as a percentage of
the corresponding population. The UNESCO Institute for Statistics (UIS) calculates
household survey-based education indicators using data from Demographic and
Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School
participation in household surveys and censuses is commonly measured by whether
pupils or students attended a given grade or level of education at least one
day during the academic reference year. Therefore, indicators of school participation
derived from household survey data refer to attendance, e.g. \u201Cnet attendance
rate\u201D or \u201Cadjusted net attendance rate\u201D. The comparable indicator
for administrative data is \\\"Total net enrolment rate, lower secondary\\\"
because the data is based on numbers of students officially enrolled in educational
institutions in the stated year. For more information, consult the UIS website:
http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NE.1.ECD\",\"name\":\"New
entrants to Grade 1 of primary education with early childhood education experience
, both sexes (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"New entrants to the first grade of primary
education who have previously been enrolled in any pre-primary or early childhood
educational development programme.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NE.1.ECD.F\",\"name\":\"New entrants to Grade 1 of primary
education with early childhood education experience, female (number)\\u000d\\u000a\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"New female entrants to the first grade of primary
education who have previously been enrolled in any pre-primary or early childhood
educational development programme.\\u000d\\u000a\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NE.1.G1\",\"name\":\"New entrants to Grade 1 of primary
education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils entering primary education
for the first time during the course of the reference school or academic year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NE.1.G1.F\",\"name\":\"New entrants to Grade 1 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils entering primary education
for the first time during the course of the reference school or academic year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NER.0.GPI\",\"name\":\"Net enrolment rate, pre-primary,
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net enrolment rate for pre-primary
to the male net enrolment rate for pre-primary. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NER.1.GPI\",\"name\":\"Net enrolment rate, primary, gender
parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Ratio
of female net enrolment rate for primary to the male net enrolment rate for
primary. It is calculated by dividing the female value for the indicator by
the male value for the indicator. A GPI equal to 1 indicates parity between
females and males. In general, a value less than 1 indicates disparity in
favor of males and a value greater than 1 indicates disparity in favor of
females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NER.2\",\"name\":\"Net enrolment rate, lower secondary,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students in the theoretical age group for lower secondary education
enrolled in that level, expressed as a percentage of the total population
in that age group. Divide the number of students enrolled who are of the official
age group for lower secondary education by the population for the same age
group and multiply the result by 100. NER at each level of education should
be based on enrolment of the relevant age group in all types of schools and
education institutions, including public, private and all other institutions
that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NER.2.F\",\"name\":\"Net
enrolment rate, lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students in the theoretical
age group for lower secondary education enrolled in that level, expressed
as a percentage of the total female population in that age group. Divide the
number of female students enrolled who are of the official age group for lower
secondary education by the female population for the same age group and multiply
the result by 100. NER at each level of education should be based on enrolment
of the relevant age group in all types of schools and education institutions,
including public, private and all other institutions that provide organized
educational programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NER.2.M\",\"name\":\"Net
enrolment rate, lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students in the theoretical
age group for lower secondary education enrolled in that level, expressed
as a percentage of the total male population in that age group. Divide the
number of male students enrolled who are of the official age group for lower
secondary education by the male population for the same age group and multiply
the result by 100. NER at each level of education should be based on enrolment
of the relevant age group in all types of schools and education institutions,
including public, private and all other institutions that provide organized
educational programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NER.23.GPI\",\"name\":\"Net
enrolment rate, secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net enrolment rate for secondary
to the male net enrolment rate for secondary. It is calculated by dividing
the female value for the indicator by the male value for the indicator. A
GPI equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NER.3\",\"name\":\"Net enrolment rate, upper secondary,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students in the theoretical age group for upper secondary education
enrolled in that level, expressed as a percentage of the total population
in that age group. Divide the number of students enrolled who are of the official
age group for upper secondary education by the population for the same age
group and multiply the result by 100. NER at each level of education should
be based on enrolment of the relevant age group in all types of schools and
education institutions, including public, private and all other institutions
that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NER.3.F\",\"name\":\"Net
enrolment rate, upper secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students in the theoretical
age group for upper secondary education enrolled in that level, expressed
as a percentage of the total female population in that age group. Divide the
number of female students enrolled who are of the official age group for upper
secondary education by the female population for the same age group and multiply
the result by 100. NER at each level of education should be based on enrolment
of the relevant age group in all types of schools and education institutions,
including public, private and all other institutions that provide organized
educational programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NER.3.M\",\"name\":\"Net
enrolment rate, upper secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students in the theoretical
age group for upper secondary education enrolled in that level, expressed
as a percentage of the total male population in that age group. Divide the
number of male students enrolled who are of the official age group for upper
secondary education by the male population for the same age group and multiply
the result by 100. NER at each level of education should be based on enrolment
of the relevant age group in all types of schools and education institutions,
including public, private and all other institutions that provide organized
educational programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.1.GPI\",\"name\":\"Adjusted
net enrolment rate, primary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net enrolment rate
for primary to the male adjusted net enrolment rate for primary. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.2\",\"name\":\"Adjusted
net enrolment rate, lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official lower
secondary school age group who are enrolled in lower secondary education or
higher, expressed as a percentage of the corresponding population. Divide
the total number of students in the official lower secondary school age range
who are enrolled in lower secondary education or higher by the population
of the same age group and multiply the result by 100. NERA should be based
on total enrolment of the official school participation age group for all
types of schools and education institutions, including public, private and
all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.2.F\",\"name\":\"Adjusted
net enrolment rate, lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students of the official
lower secondary school age group who are enrolled in lower secondary education
or higher, expressed as a percentage of the corresponding female population.
Divide the total number of female students in the official lower secondary
school age range who are enrolled in lower secondary education or higher by
the female population of the same age group and multiply the result by 100.
NERA should be based on total enrolment of the official school participation
age group for all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.2.GPI\",\"name\":\"Adjusted
net enrolment rate, lower secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net enrolment rate
for lower secondary to the male adjusted net enrolment rate for lower secondary.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.2.M\",\"name\":\"Adjusted
net enrolment rate, lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students of the official
lower secondary school age group who are enrolled in lower secondary education
or higher, expressed as a percentage of the corresponding male population.
Divide the total number of male students in the official lower secondary school
age range who are enrolled in lower secondary education or higher by the male
population of the same age group and multiply the result by 100. NERA should
be based on total enrolment of the official school participation age group
for all types of schools and education institutions, including public, private
and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.3\",\"name\":\"Adjusted
net enrolment rate, upper secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official upper
secondary school age group who are enrolled in upper secondary education or
higher, expressed as a percentage of the corresponding population. Divide
the total number of students in the official upper secondary school age range
who are enrolled in upper secondary education or higher by the population
of the same age group and multiply the result by 100. NERA should be based
on total enrolment of the official school participation age group for all
types of schools and education institutions, including public, private and
all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.3.F\",\"name\":\"Adjusted
net enrolment rate, upper secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students of the official
upper secondary school age group who are enrolled in upper secondary education
or higher, expressed as a percentage of the corresponding female population.
Divide the total number of female students in the official upper secondary
school age range who are enrolled in upper secondary education or higher by
the female population of the same age group and multiply the result by 100.
NERA should be based on total enrolment of the official school participation
age group for all types of schools and education institutions, including public,
private and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.3.GPI\",\"name\":\"Adjusted
net enrolment rate, upper secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female adjusted net enrolment rate
for upper secondary to the male adjusted net enrolment rate for upper secondary.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERA.3.M\",\"name\":\"Adjusted
net enrolment rate, upper secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students of the official
upper secondary school age group who are enrolled in upper secondary education
or higher, expressed as a percentage of the corresponding male population.
Divide the total number of male students in the official upper secondary school
age range who are enrolled in upper secondary education or higher by the male
population of the same age group and multiply the result by 100. NERA should
be based on total enrolment of the official school participation age group
for all types of schools and education institutions, including public, private
and all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.1\",\"name\":\"Total
net enrolment rate, primary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official age
group for primary education who are enrolled in any level of education, expressed
as a percentage of the corresponding population. Divide the total number of
students in the official school age range for primary education who are enrolled
in any level of education by the population of the same age group and multiply
the result by 100. The difference between the total NER and the adjusted NER
provides a measure of the proportion of children in the official relevant
school age group who are enrolled in levels of education below the one intended
for their age. The difference between the total NER and the adjusted NER for
primary education is due to enrolment in pre-primary education. The total
NER should be based on total enrolment of the official relevant school age
group in any level of education for all types of schools and education institutions,
including public, private and all other institutions that provide organized
educational programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.1.F\",\"name\":\"Total
net enrolment rate, primary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students of the official
age group for primary education who are enrolled in any level of education,
expressed as a percentage of the corresponding female population. Divide the
total number of female students in the official school age range for primary
education who are enrolled in any level of education by the female population
of the same age group and multiply the result by 100. The difference between
the total NER and the adjusted NER provides a measure of the proportion of
children in the official relevant school age group who are enrolled in levels
of education below the one intended for their age. The difference between
the total NER and the adjusted NER for primary education is due to enrolment
in pre-primary education. The total NER should be based on total enrolment
of the official relevant school age group in any level of education for all
types of schools and education institutions, including public, private and
all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.1.GPI\",\"name\":\"Total
net enrolment rate, primary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female total net enrolment rate for
primary to the male total net enrolment rate for primary. It is calculated
by dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NERT.1.M\",\"name\":\"Total net enrolment rate, primary,
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of male students of the official age group for primary education who
are enrolled in any level of education, expressed as a percentage of the corresponding
male population. Divide the total number of male students in the official
school age range for primary education who are enrolled in any level of education
by the male population of the same age group and multiply the result by 100.
The difference between the total NER and the adjusted NER provides a measure
of the proportion of children in the official relevant school age group who
are enrolled in levels of education below the one intended for their age.
The difference between the total NER and the adjusted NER for primary education
is due to enrolment in pre-primary education. The total NER should be based
on total enrolment of the official relevant school age group in any level
of education for all types of schools and education institutions, including
public, private and all other institutions that provide organized educational
programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.2\",\"name\":\"Total
net enrolment rate, lower secondary, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students of the official age
group for lower secondary education who are enrolled in any level of education,
expressed as a percentage of the corresponding population. Divide the total
number of students in the official school age range for lower secondary education
who are enrolled in any level of education by the population of the same age
group and multiply the result by 100. The difference between the total NER
and the adjusted NER provides a measure of the proportion of children in the
official relevant school age group who are enrolled in levels of education
below the one intended for their age. The difference between the total NER
and the adjusted NER for lower secondary education is due to enrolment in
pre-primary or primary education. The total NER should be based on total enrolment
of the official relevant school age group in any level of education for all
types of schools and education institutions, including public, private and
all other institutions that provide organized educational programmes.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.2.F\",\"name\":\"Total
net enrolment rate, lower secondary, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female students of the official
age group for lower secondary education who are enrolled in any level of education,
expressed as a percentage of the corresponding female population. Divide the
total number of female students in the official school age range for lower
secondary education who are enrolled in any level of education by the female
population of the same age group and multiply the result by 100. The difference
between the total NER and the adjusted NER provides a measure of the proportion
of children in the official relevant school age group who are enrolled in
levels of education below the one intended for their age. The difference between
the total NER and the adjusted NER for lower secondary education is due to
enrolment in pre-primary or primary education. The total NER should be based
on total enrolment of the official relevant school age group in any level
of education for all types of schools and education institutions, including
public, private and all other institutions that provide organized educational
programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.2.GPI\",\"name\":\"Total
net enrolment rate, lower secondary, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female total net enrolment rate for
lower secondary to the male total net enrolment rate for lower secondary.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NERT.2.M\",\"name\":\"Total
net enrolment rate, lower secondary, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male students of the official
age group for lower secondary education who are enrolled in any level of education,
expressed as a percentage of the corresponding male population. Divide the
total number of male students in the official school age range for lower secondary
education who are enrolled in any level of education by the male population
of the same age group and multiply the result by 100. The difference between
the total NER and the adjusted NER provides a measure of the proportion of
children in the official relevant school age group who are enrolled in levels
of education below the one intended for their age. The difference between
the total NER and the adjusted NER for lower secondary education is due to
enrolment in pre-primary or primary education. The total NER should be based
on total enrolment of the official relevant school age group in any level
of education for all types of schools and education institutions, including
public, private and all other institutions that provide organized educational
programmes.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NIR.1.AGM1\",\"name\":\"Net
intake rate to Grade 1 of primary education by under-age entrants (-1 year),
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new entrants in the first grade of primary education who are one year younger
than the official primary school-entrance age, expressed as a percentage of
the population of the primary school entrance age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIR.1.AGM1.F\",\"name\":\"Net intake rate to Grade 1 of
primary education by under-age entrants (-1 year), female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of new female entrants in the first
grade of primary education who are one year younger than the official primary
school-entrance age, expressed as a percentage of the female population of
the primary school entrance age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.NIR.1.AGM1.GPI\",\"name\":\"Net
intake rate to Grade 1 of primary education by under-age entrants (-1 year),
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net intake rate to grade 1
of primary education by under-age entrants to the male value for the same
indicator. It is calculated by dividing the female value for the indicator
by the male value for the indicator. A GPI equal to 1 indicates parity between
females and males. In general, a value less than 1 indicates disparity in
favor of males and a value greater than 1 indicates disparity in favor of
females.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NIR.1.AGM1.M\",\"name\":\"Net
intake rate to Grade 1 of primary education by under-age entrants (-1 year),
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new male entrants in the first grade of primary education who are one year
younger than the official primary school-entrance age, expressed as a percentage
of the male population of the primary school entrance age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIR.1.AGP1\",\"name\":\"Net intake rate to Grade 1 of
primary education by over-age entrants (+1 year), both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of new entrants in the first grade of
primary education who are one year older than the official primary school-entrance
age, expressed as a percentage of the population of the primary school entrance
age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIR.1.AGP1.F\",\"name\":\"Net intake rate to Grade 1 of
primary education by over-age entrants (+1 year), female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of new female entrants in the first
grade of primary education who are one year older than the official primary
school-entrance age, expressed as a percentage of the female population of
the primary school entrance age.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.NIR.1.AGP1.GPI\",\"name\":\"Net
intake rate to Grade 1 of primary education by over-age entrants (+1 year),
gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net intake rate to grade 1
of primary education by over-age entrants to the male value for the same indicator.
It is calculated by dividing the female value for the indicator by the male
value for the indicator. A GPI equal to 1 indicates parity between females
and males. In general, a value less than 1 indicates disparity in favor of
males and a value greater than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.NIR.1.AGP1.M\",\"name\":\"Net
intake rate to Grade 1 of primary education by over-age entrants (+1 year),
male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of new male entrants in the first grade of primary education who are one year
older than the official primary school-entrance age, expressed as a percentage
of the male population of the primary school entrance age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIR.1.GPI\",\"name\":\"Net intake rate to Grade 1 of primary
education, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female net intake rate for primary
to the male net intake rate for primary. It is calculated by dividing the
female value for the indicator by the male value for the indicator. A GPI
equal to 1 indicates parity between females and males. In general, a value
less than 1 indicates disparity in favor of males and a value greater than
1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIRA.1\",\"name\":\"Adjusted net intake rate to Grade
1 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total enrolment in primary education of the
official primary school entrance age, as a percentage of the population of
the same age in a given school year. It is the equivalent of the age-specific
enrolment rate of the official primary entrance age. Divide the number of
students in the official primary school entrance age who are enrolled in primary
education, regardless of the year of entrance, grade or repetition, by the
population of the same age, and multiply the result by 100. Adjusted NIR should
be based on total enrolment of all children of the official primary school
entrance age in all types of schools that provide organized educational programmes,
including public and private institutions. It must be ensured that the enrolment
data cover pupils who enter primary school earlier and might repeat the first
grade or be at higher grades. While the Net intake rate (NIR) measures timely
access to primary school for the official entrance age, the NIRA captures
actual access to primary school for the total population of the official entrance
age. It reflects efforts made by governments to achieve universal entrance
to primary education of the eligible population of the official primary school
entrance age. Adjusted NIR gives the proportion of children of the official
primary school entrance age that are enrolled in primary education level but
not necessary for the first time or in the first grade.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIRA.1.F\",\"name\":\"Adjusted net intake rate to Grade
1 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total female enrolment in primary education
of the official primary school entrance age, as a percentage of the female
population of the same age in a given school year. It is the equivalent of
the age-specific enrolment rate of the official primary entrance age. Divide
the number of female students in the official primary school entrance age
who are enrolled in primary education, regardless of the year of entrance,
grade or repetition, by the female population of the same age, and multiply
the result by 100. Adjusted NIR should be based on total enrolment of all
children of the official primary school entrance age in all types of schools
that provide organized educational programmes, including public and private
institutions. It must be ensured that the enrolment data cover pupils who
enter primary school earlier and might repeat the first grade or be at higher
grades. While the Net intake rate (NIR) measures timely access to primary
school for the official entrance age, the NIRA captures actual access to primary
school for the total population of the official entrance age. It reflects
efforts made by governments to achieve universal entrance to primary education
of the eligible population of the official primary school entrance age. Adjusted
NIR gives the proportion of children of the official primary school entrance
age that are enrolled in primary education level but not necessary for the
first time or in the first grade.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.NIRA.1.GPI\",\"name\":\"Adjusted
net intake rate to Grade 1 of primary education, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of the female adjusted net intake rate
for primary to the male value for the same indicator. It is calculated by
dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.NIRA.1.M\",\"name\":\"Adjusted net intake rate to Grade
1 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total male enrolment in primary education of
the official primary school entrance age, as a percentage of the male population
of the same age in a given school year. It is the equivalent of the age-specific
enrolment rate of the official primary entrance age. Divide the number of
male students in the official primary school entrance age who are enrolled
in primary education, regardless of the year of entrance, grade or repetition,
by the male population of the same age, and multiply the result by 100. Adjusted
NIR should be based on total enrolment of all children of the official primary
school entrance age in all types of schools that provide organized educational
programmes, including public and private institutions. It must be ensured
that the enrolment data cover pupils who enter primary school earlier and
might repeat the first grade or be at higher grades. While the Net intake
rate (NIR) measures timely access to primary school for the official entrance
age, the NIRA captures actual access to primary school for the total population
of the official entrance age. It reflects efforts made by governments to achieve
universal entrance to primary education of the eligible population of the
official primary school entrance age. Adjusted NIR gives the proportion of
children of the official primary school entrance age that are enrolled in
primary education level but not necessary for the first time or in the first
grade.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OAEP.1\",\"name\":\"Percentage of students enrolled in
primary education who are over-age, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of over-age students in primary
education institutions as a percentage of total enrolments in primary education
institutions.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.OAEP.1.F\",\"name\":\"Percentage
of female students enrolled in primary education who are over-age, female
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of female over-age students in primary education institutions as a
percentage of total female enrolments in primary education institutions.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.OAEP.1.M\",\"name\":\"Percentage
of male students enrolled in primary education who are over-age, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male over-age students in primary
education institutions as a percentage of total male enrolments in primary
education institutions.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.OAPP.1\",\"name\":\"Over-age
enrolment ratio in primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Percentage of the primary school age population
that is over the official primary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OAPP.1.F\",\"name\":\"Over-age enrolment ratio in primary
education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of the female primary school age population that is over the official primary
school age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OAPP.1.M\",\"name\":\"Over-age enrolment ratio in primary
education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Percentage
of the male primary school age population that is over the official primary
school age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OE.56.40510\",\"name\":\"Total outbound internationally
mobile tertiary students studying abroad, all countries, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Students who have crossed a national or territorial
border for the purpose of education and are now enrolled outside their country
of origin.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFSPPT.1\",\"name\":\"Out-of-school children of primary
school age in pre-primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Children in the official primary school age
range who are enrolled in pre-primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFSPPT.1.F\",\"name\":\"Out-of-school children of primary
school age in pre-primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Female children in the official primary school
age range who are enrolled in pre-primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFSPPT.1.M\",\"name\":\"Out-of-school children of primary
school age in pre-primary education, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Male children in the official primary school
age range who are enrolled in pre-primary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFST.2\",\"name\":\"Out-of-school adolescents of lower
secondary school age, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of lower secondary school age
adolescents who are not enrolled in lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFST.2.F\",\"name\":\"Out-of-school adolescents of lower
secondary school age, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female lower secondary school
age adolescents who are not enrolled in lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OFST.2.M\",\"name\":\"Out-of-school adolescents of lower
secondary school age, male (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male lower secondary school
age adolescents who are not enrolled in lower secondary education.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.OMR.56\",\"name\":\"Outbound mobility ratio, all regions,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of students from a given country studying abroad as a percentage of the total
tertiary enrolment in that country.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.PRP.2\",\"name\":\"Percentage
of enrolment in lower secondary education in private institutions (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in lower secondary
education enrolled in institutions that are not operated by a public authority
but controlled and managed, whether for profit or not, by a private body (e.g.,
non-governmental organisation, religious body, special interest group, foundation
or business enterprise), expressed as a percentage of total number of students
enrolled in lower secondary education.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.PRP.3\",\"name\":\"Percentage
of enrolment in upper secondary education in private institutions (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of students in upper secondary
education enrolled in institutions that are not operated by a public authority
but controlled and managed, whether for profit or not, by a private body (e.g.,
non-governmental organisation, religious body, special interest group, foundation
or business enterprise), expressed as a percentage of total number of students
enrolled in upper secondary education.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.PRP.4\",\"name\":\"Percentage
of enrolment in post-secondary non-tertiary education in private institutions
(%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Total
number of students in post-secondary non-tertiary education enrolled in institutions
that are not operated by a public authority but controlled and managed, whether
for profit or not, by a private body (e.g., non-governmental organisation,
religious body, special interest group, foundation or business enterprise),
expressed as a percentage of total number of students enrolled in post-secondary
non-tertiary education.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.PTRHC.2\",\"name\":\"Pupil-teacher
ratio in lower secondary education (headcount basis)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average number of pupils per teacher at a given
level of education, based on headcounts of both pupils and teachers. Divide
the total number of pupils enrolled at the specified level of education by
the number of teachers at the same level. In computing and interpreting this
indicator, one should take into account the existence of part-time teaching,
school-shifts, multi-grade classes and other practices that may affect the
precision and meaningfulness of pupil-teacher ratios. When feasible, the number
of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers;
a double-shift teacher is counted twice, etc. Teachers are defined as persons
whose professional activity involves the transmitting of knowledge, attitudes
and skills that are stipulated in a formal curriculum programme to students
enrolled in a formal educational institution.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.PTRHC.3\",\"name\":\"Pupil-teacher ratio in upper secondary
education (headcount basis)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average number of pupils per teacher at a given
level of education, based on headcounts of both pupils and teachers. Divide
the total number of pupils enrolled at the specified level of education by
the number of teachers at the same level. In computing and interpreting this
indicator, one should take into account the existence of part-time teaching,
school-shifts, multi-grade classes and other practices that may affect the
precision and meaningfulness of pupil-teacher ratios. When feasible, the number
of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers;
a double-shift teacher is counted twice, etc. Teachers are defined as persons
whose professional activity involves the transmitting of knowledge, attitudes
and skills that are stipulated in a formal curriculum programme to students
enrolled in a formal educational institution.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.PTRHC.56\",\"name\":\"Pupil-teacher ratio in tertiary
education (headcount basis)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Average number of pupils per teacher at a given
level of education, based on headcounts of both pupils and teachers. Divide
the total number of pupils enrolled at the specified level of education by
the number of teachers at the same level. In computing and interpreting this
indicator, one should take into account the existence of part-time teaching,
school-shifts, multi-grade classes and other practices that may affect the
precision and meaningfulness of pupil-teacher ratios. When feasible, the number
of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers;
a double-shift teacher is counted twice, etc. Teachers are defined as persons
whose professional activity involves the transmitting of knowledge, attitudes
and skills that are stipulated in a formal curriculum programme to students
enrolled in a formal educational institution.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.R.1\",\"name\":\"Repeaters
in primary education, all grades, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils enrolled in the same grade
for a second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.F\",\"name\":\"Repeaters
in primary education, all grades, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils enrolled in the same
grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G1\",\"name\":\"Repeaters
in Grade 1 of primary education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G1.F\",\"name\":\"Repeaters in Grade 1 of primary
education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G2\",\"name\":\"Repeaters in Grade 2 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G2.F\",\"name\":\"Repeaters
in Grade 2 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G3\",\"name\":\"Repeaters in Grade 3 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G3.F\",\"name\":\"Repeaters
in Grade 3 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G4\",\"name\":\"Repeaters in Grade 4 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G4.F\",\"name\":\"Repeaters
in Grade 4 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G5\",\"name\":\"Repeaters in Grade 5 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G5.F\",\"name\":\"Repeaters
in Grade 5 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G6\",\"name\":\"Repeaters in Grade 6 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G6.F\",\"name\":\"Repeaters
in Grade 6 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.1.G7\",\"name\":\"Repeaters in Grade 7 of primary education,
both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of pupils in the specified grade who are enrolled in the same grade for a
second (or further) year.\",\"sourceOrganization\":\"UNESCO Institute for
Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.R.1.G7.F\",\"name\":\"Repeaters
in Grade 7 of primary education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female pupils in the specified grade
who are enrolled in the same grade for a second (or further) year.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV\",\"name\":\"Repeaters in lower secondary general
education, all grades, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.F\",\"name\":\"Repeaters in lower secondary general
education, all grades, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G1\",\"name\":\"Repeaters in Grade 1 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G1.F\",\"name\":\"Repeaters in Grade 1 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G2\",\"name\":\"Repeaters in Grade 2 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G2.F\",\"name\":\"Repeaters in Grade 2 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G3\",\"name\":\"Repeaters in Grade 3 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G3.F\",\"name\":\"Repeaters in Grade 3 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G4\",\"name\":\"Repeaters in Grade 4 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G4.F\",\"name\":\"Repeaters in Grade 4 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G5\",\"name\":\"Repeaters in Grade 5 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G5.F\",\"name\":\"Repeaters in Grade 5 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G6\",\"name\":\"Repeaters in Grade 6 of lower
secondary general education, both sexes (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.R.2.GPV.G6.F\",\"name\":\"Repeaters in Grade 6 of lower
secondary general education, female (number)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of pupils in the specified grade who
are enrolled in the same grade for a second (or further) year. \",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G1\",\"name\":\"Percentage of repeaters in Grade
1 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G1.F\",\"name\":\"Percentage of repeaters in Grade
1 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G1.M\",\"name\":\"Percentage of repeaters in Grade
1 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G2\",\"name\":\"Percentage of repeaters in Grade
2 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G2.F\",\"name\":\"Percentage of repeaters in Grade
2 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G2.M\",\"name\":\"Percentage of repeaters in Grade
2 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G3\",\"name\":\"Percentage of repeaters in Grade
3 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G3.F\",\"name\":\"Percentage of repeaters in Grade
3 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G3.M\",\"name\":\"Percentage of repeaters in Grade
3 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G4\",\"name\":\"Percentage of repeaters in Grade
4 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G4.F\",\"name\":\"Percentage of repeaters in Grade
4 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G4.M\",\"name\":\"Percentage of repeaters in Grade
4 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G5\",\"name\":\"Percentage of repeaters in Grade
5 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G5.F\",\"name\":\"Percentage of repeaters in Grade
5 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G5.M\",\"name\":\"Percentage of repeaters in Grade
5 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G6\",\"name\":\"Percentage of repeaters in Grade
6 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G6.F\",\"name\":\"Percentage of repeaters in Grade
6 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G6.M\",\"name\":\"Percentage of repeaters in Grade
6 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G7\",\"name\":\"Percentage of repeaters in Grade
7 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G7.F\",\"name\":\"Percentage of repeaters in Grade
7 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of female pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total female enrollment in the specified grade. It
is calculated by dividing the number of female pupils repeating a given grade
in a given school year by the number of female pupils enrolled in the same
grade in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.G7.M\",\"name\":\"Percentage of repeaters in Grade
7 of primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of male pupils in the specified
grade who are enrolled in the same grade as in a previous year, expressed
as a percentage of the total male enrollment in the specified grade. It is
calculated by dividing the number of male pupils repeating a given grade in
a given school year by the male number of pupils enrolled in the same grade
in the same school year and multiplying by 100. The definition of repeaters
should be unambiguously applied to include even pupils repeating more than
once in the same grade and those who repeat the same grade while transferring
from one school to another. Students who were not studying in the same grade
in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.1.GPI\",\"name\":\"Percentage of repeaters in primary
education, all grades, gender parity index (GPI)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Ratio of female percentage of repeaters in
primary to the male percentage of repeaters in primary. It is calculated by
dividing the female value for the indicator by the male value for the indicator.
A GPI equal to 1 indicates parity between females and males. In general, a
value less than 1 indicates disparity in favor of males and a value greater
than 1 indicates disparity in favor of females.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV\",\"name\":\"Percentage of repeaters in lower
secondary general education, all grades, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.F\",\"name\":\"Percentage of repeaters in lower
secondary general education, all grades, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G1\",\"name\":\"Percentage of repeaters in
Grade 1 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G1.F\",\"name\":\"Percentage of repeaters in
Grade 1 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G1.M\",\"name\":\"Percentage of repeaters in
Grade 1 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G2\",\"name\":\"Percentage of repeaters in
Grade 2 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G2.F\",\"name\":\"Percentage of repeaters in
Grade 2 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G2.M\",\"name\":\"Percentage of repeaters in
Grade 2 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G3\",\"name\":\"Percentage of repeaters in
Grade 3 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G3.F\",\"name\":\"Percentage of repeaters in
Grade 3 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G3.M\",\"name\":\"Percentage of repeaters in
Grade 3 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G4\",\"name\":\"Percentage of repeaters in
Grade 4 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G4.F\",\"name\":\"Percentage of repeaters in
Grade 4 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G4.M\",\"name\":\"Percentage of repeaters in
Grade 4 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G5\",\"name\":\"Percentage of repeaters in
Grade 5 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G5.F\",\"name\":\"Percentage of repeaters in
Grade 5 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G5.M\",\"name\":\"Percentage of repeaters in
Grade 5 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G6\",\"name\":\"Percentage of repeaters in
Grade 6 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G6.F\",\"name\":\"Percentage of repeaters in
Grade 6 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.G6.M\",\"name\":\"Percentage of repeaters in
Grade 6 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPP.2.GPV.M\",\"name\":\"Percentage of repeaters in lower
secondary general education, all grades, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Total number of pupils in the specified grade
who are enrolled in the same grade as in a previous year, expressed as a percentage
of the total enrollment in the specified grade. It is calculated by dividing
the number of pupils repeating a given grade in a given school year by the
number of pupils enrolled in the same grade in the same school year and multiplying
by 100. The definition of repeaters should be unambiguously applied to include
even pupils repeating more than once in the same grade and those who repeat
the same grade while transferring from one school to another. Students who
were not studying in the same grade in the previous year should be excluded.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1\",\"name\":\"Repetition rate in primary education
(all grades), both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in primary education in
a given school year, expressed as a percentage of enrolment in primary education
in the previous school year. Divide the number of repeaters in primary education
in school year t+1 by the number of pupils from the same cohort enrolled in
primary education in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.1.F\",\"name\":\"Repetition
rate in primary education (all grades), female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in primary education
in a given school year, expressed as a percentage of female enrolment in primary
education in the previous school year. Divide the number of female repeaters
in primary education in school year t+1 by the number of female pupils from
the same cohort enrolled in primary education in the previous school year
t.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.1.G1\",\"name\":\"Repetition
rate in Grade 1 of primary education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G1.F\",\"name\":\"Repetition
rate in Grade 1 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G1.M\",\"name\":\"Repetition rate in Grade 1 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G2\",\"name\":\"Repetition rate in Grade 2 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G2.F\",\"name\":\"Repetition
rate in Grade 2 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G2.M\",\"name\":\"Repetition rate in Grade 2 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G3\",\"name\":\"Repetition rate in Grade 3 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G3.F\",\"name\":\"Repetition
rate in Grade 3 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G3.M\",\"name\":\"Repetition rate in Grade 3 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G4\",\"name\":\"Repetition rate in Grade 4 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G4.F\",\"name\":\"Repetition
rate in Grade 4 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G4.M\",\"name\":\"Repetition rate in Grade 4 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G5\",\"name\":\"Repetition rate in Grade 5 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G5.F\",\"name\":\"Repetition
rate in Grade 5 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G5.M\",\"name\":\"Repetition rate in Grade 5 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G6\",\"name\":\"Repetition rate in Grade 6 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G6.F\",\"name\":\"Repetition
rate in Grade 6 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G6.M\",\"name\":\"Repetition rate in Grade 6 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G7\",\"name\":\"Repetition rate in Grade 7 of primary
education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education \"}]},{\"id\":\"UIS.REPR.1.G7.F\",\"name\":\"Repetition
rate in Grade 7 of primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.G7.M\",\"name\":\"Repetition rate in Grade 7 of
primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.REPR.1.M\",\"name\":\"Repetition rate in primary education
(all grades), male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of male repeaters in primary education in a given school year, expressed as
a percentage of male enrolment in primary education in the previous school
year. Divide the number of male repeaters in primary education in school year
t+1 by the number of male pupils from the same cohort enrolled in primary
education in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV\",\"name\":\"Repetition
rate in lower secondary general education (all grades), both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in lower secondary education
in a given school year, expressed as a percentage of enrolment in lower secondary
education in the previous school year. Divide the number of repeaters in lower
secondary education in school year t+1 by the number of pupils from the same
cohort enrolled in lower secondary education in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.F\",\"name\":\"Repetition
rate in lower secondary general education (all grades), female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in lower secondary
education in a given school year, expressed as a percentage of female enrolment
in lower secondary education in the previous school year. Divide the number
of female repeaters in lower secondary education in school year t+1 by the
number of female pupils from the same cohort enrolled in lower secondary education
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G1\",\"name\":\"Repetition
rate in Grade 1 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G1.F\",\"name\":\"Repetition
rate in Grade 1 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G1.M\",\"name\":\"Repetition
rate in Grade 1 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G2\",\"name\":\"Repetition
rate in Grade 2 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G2.F\",\"name\":\"Repetition
rate in Grade 2 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G2.M\",\"name\":\"Repetition
rate in Grade 2 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G3\",\"name\":\"Repetition
rate in Grade 3 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G3.F\",\"name\":\"Repetition
rate in Grade 3 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G3.M\",\"name\":\"Repetition
rate in Grade 3 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G4\",\"name\":\"Repetition
rate in Grade 4 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G4.F\",\"name\":\"Repetition
rate in Grade 4 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G4.M\",\"name\":\"Repetition
rate in Grade 4 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G5\",\"name\":\"Repetition
rate in Grade 5 of lower secondary general education, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of repeaters in a given grade in a given
school year, expressed as a percentage of enrolment in that grade the previous
school year. Divide the number of repeaters in a given grade in school year
t+1 by the number of pupils from the same cohort enrolled in the same grade
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G5.F\",\"name\":\"Repetition
rate in Grade 5 of lower secondary general education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female repeaters in a given grade
in a given school year, expressed as a percentage of female enrolment in that
grade the previous school year. Divide the number of female repeaters in a
given grade in school year t+1 by the number of female pupils from the same
cohort enrolled in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.G5.M\",\"name\":\"Repetition
rate in Grade 5 of lower secondary general education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in a given grade in
a given school year, expressed as a percentage of male enrolment in that grade
the previous school year. Divide the number of male repeaters in a given grade
in school year t+1 by the number of male pupils from the same cohort enrolled
in the same grade in the previous school year t.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.REPR.2.GPV.M\",\"name\":\"Repetition
rate in lower secondary general education (all grades), male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male repeaters in lower secondary
education in a given school year, expressed as a percentage of male enrolment
in lower secondary education in the previous school year. Divide the number
of male repeaters in lower secondary education in school year t+1 by the number
of male pupils from the same cohort enrolled in lower secondary education
in the previous school year t.\",\"sourceOrganization\":\"UNESCO Institute
for Statistics\",\"topics\":[]},{\"id\":\"UIS.ROFSPPT.1\",\"name\":\"Rate
of out-of-school children of primary school age in pre-primary education,
both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of children of official primary school age who are enrolled in pre-primary
education, expressed as a percentage of the population of official primary
school age.\",\"sourceOrganization\":\"UNESCO Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFSPPT.1.F\",\"name\":\"Rate of out-of-school children
of primary school age in pre-primary education, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of female children of official primary
school age who are enrolled in pre-primary education, expressed as a percentage
of the female population of official primary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFSPPT.1.M\",\"name\":\"Rate of out-of-school children
of primary school age in pre-primary education, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of male children of official primary
school age who are enrolled in pre-primary education, expressed as a percentage
of the male population of official primary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.1\",\"name\":\"Rate of out-of-school children of
primary school age, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of children of official primary school
age who are not enrolled in primary or secondary school, expressed as a percentage
of the population of official primary school age. Children enrolled in pre-primary
education are excluded and considered out of school.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.1.F\",\"name\":\"Rate of out-of-school children
of primary school age, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of females of official primary school
age who are not enrolled in primary or secondary school, expressed as a percentage
of the female population of official primary school age. Children enrolled
in pre-primary education are excluded and considered out of school.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.1.M\",\"name\":\"Rate of out-of-school children
of primary school age, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of males of official primary school
age who are not enrolled in primary or secondary school, expressed as a percentage
of the male population of official primary school age. Children enrolled in
pre-primary education are excluded and considered out of school.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.2\",\"name\":\"Rate of out-of-school adolescents
of lower secondary school age, both sexes (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of adolescents of official lower secondary
school age who are not enrolled in lower secondary school expressed as a percentage
of the population of official lower secondary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.2.F\",\"name\":\"Rate of out-of-school adolescents
of lower secondary school age, female (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of females of official lower secondary
school age who are not enrolled in lower secondary school expressed as a percentage
of the female population of official lower secondary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.2.M\",\"name\":\"Rate of out-of-school adolescents
of lower secondary school age, male (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of males of official lower secondary
school age who are not enrolled in lower secondary school expressed as a percentage
of the male population of official lower secondary school age.\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[{\"id\":\"4\",\"value\":\"Education
\"}]},{\"id\":\"UIS.ROFST.H.1\",\"name\":\"UIS: Rate of out-of-school children
of primary school age, both sexes (household survey data) (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"Number of children of official primary school
age who did not attend primary or secondary school at any time during the
reference academic year, expressed as a percentage of the number of official
primary school age children in the household survey sample. Children attending
pre-primary or non-formal education are considered out of school. The UNESCO
Institute for Statistics (UIS) releases estimates of out-of-school children
calculated from both administrative and household survey sources (Demographic
and Health Surveys and Multiple Indicator Cluster Surveys). Administrative
records and household surveys are two data sources which differ in fundamental
ways: who collects the data, as well as how, when and for what purpose. As
a result, the out-of school children estimates calculated from one data source
may not match those based on other data sources. For more information, consult
the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ROFST.H.1.F\",\"name\":\"UIS:
Rate of out-of-school children of primary school age, female (household survey
data) (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of children of official primary school age who did not attend primary or secondary
school at any time during the reference academic year, expressed as a percentage
of the number of official primary school age children in the household survey
sample. Children attending pre-primary or non-formal education are considered
out of school. The UNESCO Institute for Statistics (UIS) releases estimates
of out-of-school children calculated from both administrative and household
survey sources (Demographic and Health Surveys and Multiple Indicator Cluster
Surveys). Administrative records and household surveys are two data sources
which differ in fundamental ways: who collects the data, as well as how, when
and for what purpose. As a result, the out-of school children estimates calculated
from one data source may not match those based on other data sources. For
more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ROFST.H.1.M\",\"name\":\"UIS:
Rate of out-of-school children of primary school age, male (household survey
data) (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education Statistics\"},\"sourceNote\":\"Number
of children of official primary school age who did not attend primary or secondary
school at any time during the reference academic year, expressed as a percentage
of the number of official primary school age children in the household survey
sample. Children attending pre-primary or non-formal education are considered
out of school. The UNESCO Institute for Statistics (UIS) releases estimates
of out-of-school children calculated from both administrative and household
survey sources (Demographic and Health Surveys and Multiple Indicator Cluster
Surveys). Administrative records and household surveys are two data sources
which differ in fundamental ways: who collects the data, as well as how, when
and for what purpose. As a result, the out-of school children estimates calculated
from one data source may not match those based on other data sources. For
more information, consult the UIS website: http:\\/\\/www.uis.unesco.org\\/Education\\/\",\"sourceOrganization\":\"UNESCO
Institute for Statistics\",\"topics\":[]},{\"id\":\"UIS.ROFST.H.1.Q1\",\"name\":\"UIS:
Rate of out-of-school children of primary school age, poorest quintile, both
sexes (household survey data) (%)\",\"source\":{\"id\":\"12\",\"value\":\"Education
Statistics\"},\"sourceNote\":\"