List of indicators by category:

• Demography & Population
  
  
• Economy & Development
  
  
• Education
  
  
• Education Quality:
  • Africa
  • Latin America
  • OECD
    
    
• Environment & Energy
  
  
• Gender
  
  
• Health
  

DATA SOURCES - updated Nov 2009

• Demography & Population:
  • UNSTATS (United Nations Statistics Division)
  • WHO (World Health Organization)
    
    
• Economy & Development
• UNDP (United Nations Development Programme - Human Development Report)
• IMF (International Monetary Fund)
  

• Education:
  • SACMEQ (Southern and Eastern Africa Consortium for Monitoring Educational Quality)
  • UNESCO Institute for Statistics (UIS)
  • PISA (OECD Programme for International Student Assessment)
  • LLECE (Latin American Laboratory for Assessment of the Quality of Education)
    
    
• Environment & Gender:
  • UNDP (United Nations Development Programme - Human Development Report)
    
• Health:
  • UNAIDS (United Nations Joint Programme on HIV/AIDS)
• UNICEF - Childinfo (United Nations Children's Fund)
• WHO (World Health Organization)

• Life expectancy at birth - Total (shown on map)
• Life expectancy at birth - Female
• Life expectancy at birth - Male
  
  Average number of years that a newborn is expected to live if current mortality rates continue to apply.

• Population annual growth rate (shown on map)
• Population in urban areas
• Total fertility rate
  
  Total number of children a woman would have by the end of her reproductive period if she experienced the currently prevailing age-specific fertility rates throughout her childbearing life.Total population
  
  
• Total Population
  
  Estimate of mid-year population. The total population of an economy includes 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.
  
  

• Population median age (shown on map)
  
  Half the population is younger and half older than this age.Population proportion over 60
  
  
• Population proportion under 15
  
  

• Unemployment rate - Total (shown on map)
• Unemployed people
• Unemployment rate - Female (% of male rate)
• Employment by economic activity: Agriculture
• Employment by economic activity: Industry
• Employment by economic activity: Services

• GDP per capita
  
  (PPP / Current international $)Gross domestic product (GDP) is the most commonly used single measure of a country's overall economic activity. Per capita GDP represents the total value in PPP terms of final goods and services produced within a country during a specified time period divided by the average population for the same one year.
  
  
• Real GDP growth (Annual percent change)
  
  Gross domestic product is the most commonly used single measure of a country's overall economic activity. It represents the total value at constant prices of final goods and services produced within a country during a specified time period - such as one year.
  
  
• Inflation rate - average consumer prices (Annual percent change)
  
  The rate of inflation is the percent change in the average CPI. The average consumer price index (CPI) is a measure of a country's average level of prices based on the cost of a typical basket of consumer goods and services in a given period.

• Human development index (HDI)
  
  The HDI is an index combining normalized measures of life expectancy; literacy; educational attainment; and GDP per capita for countries worldwide.
  

• Gini index
  
  A low Gini index indicates more equal income or wealth distribution while a high Gini index indicates more unequal distribution. 0 corresponds to perfect equality (everyone having exactly the same income) and 100 corresponds to perfect inequality (where one person has all the income while everyone else has zero income).
  
  
• Richest 10% to poorest 10%
  Richest 20% to poorest 20%
  
  The ratio of the income or expenditure share of the richest group to that of the poorest.
  
  
• Share of income or expenditure - Poorest 10%
• Share of income or expenditure - Richest 10%

• Net aid per capita (US$)
• Population living on less than US$1 day
• Population living on less than US$2 day
• Total debt service as a % of GNI

• Expenditure on R&D as a % of GDP
• Researchers per million inhabitants (FTE)
  

• Gross enrolment ratio -  Primary & Secondary
• Gross enrolment ratio
• Gross enrolment ratio - Pre-primary
• Gross enrolment ratio - Primary
• Gross enrolment ratio - Secondary
  
  Number of pupils enrolled in a given level of education regardless of age expressed as a percentage of the population in the theoretical age group for the same level of education.
  
  
• Net enrolment rate - Pre-primary
  Net enrolment rate - Primary
  Net enrolment rate - Secondary
  
  Number of pupils of the theoretical school-age group for a given level of education expressed as a percentage of the total population in that age-group.
  
  

• Percentage of total educational expenditure - Pre-primary 
• Percentage of total educational expenditure - Primary
• Percentage of total educational expenditure - Secondary
• Percentage of total educational expenditure - Tertiary
• Public expenditure on education as % of GDP
• Public expenditure on education as % of total government expenditure
• Public expenditure per pupil as % of GDP per capita - All levels
• Public expenditure per pupil as % of GDP per capita - Primary

• School life expectancy - Primary to Secondary - Female
• School life expectancy - Primary to Secondary - Male
• School life expectancy - Primary to Secondary - Total
  

• Percentage female teachers - Primary
• Percentage female teachers - Secondary
• Pupil-teacher ratio - Primary
• Pupil-teacher ratio - Secondary

• Percentage of female students - Tertiary
• Total enrolment - Tertiary

• Field: Agriculture
• Field: Education - Tertiary
• Field: Engineering; manufacturing; construction - Tertiary
• Field: Health and welfare - Tertiary
• Field: Humanities and arts - Tertiary
• Field: ScienceField: Services - Tertiary
• Field: Social sciences; business; law  - Tertiary

• Pupil math mean score
  
  Scale construction was done using the Rasch model where the SACMEQ mean is 500 with a standard deviation of 100.
  
  
• Pupils at level 1: Pre Numeracy
  
  Applies single step addition or subtraction operations. Recognizes simple shapes. Matches numbers and pictures. Counts in whole numbers.
  
  
• Pupils at level 2: Emergent Numeracy
  
  Applies a two-step addition or subtraction operation involving carrying checking (through very basic estimation) or conversion of pictures to numbers. Estimates the length of familiar objects. Recognizes common two-dimensional shapes.
  
  
• Pupils at level 3: Basic Numeracy
  
  Translates verbal information (presented in a sentence simple graph or table using one arithmetic operation in several repeated steps. Translates graphical information into fractions. Interprets place value of whole numbers up to thousands. Interprets simple common everyday units of measurement.
  
  
• Pupils at level 4: Beginning Numeracy
  
  Translates verbal or graphic information into simple arithmetic problems. Uses multiple different arithmetic operations (in the correct order) on whole numbers fractions and/or decimals.
  
  
• Pupils at level 5: Competent Numeracy
  
  Translates verbal; graphic; or tabular information into an arithmetic form in order to solve a given problem. Solves multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers. Converts basic measurement units from one level of measurement to another (for example metres to centimetres).
  
  
• Pupils at level 6: Mathematically Skilled
  
  Solves multiple-operation problems (using the correct order of arithmetic operations) involving fractions; ratios; and decimals. Translates verbal and graphic representation information into symbolic; algebraic; and equation form in order to solve a given mathematical problem. Checks and estimates answers using external knowledge (not provided within the problem).
  
  
• Pupils at level 7: Concrete Problem Solving
  
  Extracts and converts (for example with respect to measurement units) information from tables charts visual and symbolic presentations in order to identify and then solves multi-step problems.
  
  
• Pupils at level 8: Abstract Problem Solving
  
  Identifies 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.
  

• Pupil reading mean score
  
  Scale construction was done using the Rasch model where the SACMEQ mean is 500 with a standard deviation of 100.
  
  
• Pupils at level 1: Pre Reading
  
  Matches words and pictures involving concrete concepts and everyday objects and follows short simple written instructions.
  
  
• Pupils at level 2: Emergent Reading
  
  Matches words and pictures involving prepositions and abstract concepts; uses cuing systems (by sounding out using simple sentence structure and familiar words) to interpret phrases by reading on.
  
  
• Pupils at level 3: Basic Reading
  
  Interprets 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.
  
  
• Pupils at level 4: Reading for Meaning
  
  Reads on or reads back in order to link and interpret information located in various parts of the text.
  
  
• Pupils at level 5: Interpretive Reading
  
  Reads 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 'completes' and contextualizes meaning.
  
  
• Pupils at level 6: Inferential Reading
  
  Reads on and reads back through longer (narrative document or expository) in order to combine information from various parts of the text so as to infer the writer's purpose.
  
  
• Pupils at level 7: Analytical Reading
  
  Locates information in longer (narrative document or expository) texts by reading on and reading back in order to combine information from various parts of the text so as to infer the writer's personal beliefs (value systems prejudices and/or biases).
  
  
• Pupils at level 8: Critical Reading
  
  Locates information in a longer (narrative document or expository) texts 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 both the topic and the characteristics of the reader – such as age knowledge and personal beliefs (value systems prejudices and/or biases).
  

• Reading mean score - Girls
• Reading mean score - Boys
• Reading mean score - Rural
• Reading mean score - Urban
• Math mean score - Female
• Math mean score - Male
• Math mean score - Rural
• Math mean score - Urban
  
  Scale construction was done using the Rasch model where the SACMEQ mean is 500 with a standard deviation of 100.
  

• Speak language of test at home: Never
• Speak language of test at home: Sometimes
• Speak language of test at home: Often
  

• Pupil socio-economic status index
• Pupil socio-economic status index - Rural
• Pupil socio-economic status index - Urban
  
  This index is derived from the pupil responses to five elements that define the pupils' family environment: the level of education of the father and mother; the number of books in the home; the presence of eleven items in the home; the structural quality of the house and the main source of light. Scale construction was done using the Rasch model where the SACMEQ SES mean is 500 with a standard deviation of 100. See the SACMEQ archive/website for details (variable name ZPSESSCR).
  
  
• Number of books at home
• Meals per day index
• Mother education index
• Father education index
• Percentage of pupils receiving extra tuition

• Own reading textbook
• Share a reading textbook
• Only the teacher has a reading textbook
• No reading textbook
• Own math textbook
• Share a math textbook
• Only teacher has a math textbook
• No math textbook
  

• Ratio of pupils per teacher
• Percentage of pupils who have a sitting place
• Percentage of pupils who have a writing place
• Ratio of pupils per toilet

• Library
  
  Percentage of primary school pupils who have a library in their school.
  
  
• Piped water
  
  Percentage of primary school pupils who have piped water in their school.
  
  
• Electricity
  
  Percentage of primary school pupils who have electricity in their school.
  
  
• Telephone
  
  Percentage of primary school pupils who have a telephone in their school.
  
  
• First aid kit
  
  Percentage of primary school pupils who have a first aid kit in their school.
  
  
• Typewriter
  
  Percentage of primary school pupils who have a typewriter in their school.
  
  
• Computer
  
  Percentage of primary school pupils who have a computer in their school.
  
  
• School Resources Index
• School Resources Index - Rural
• School Resources Index - Urban
  
  This index is derived from pupil; teacher and school head responses to a total of 68 items dealing with classroom materials; textbooks; library books; classroom furniture; school facilities; number of classrooms; teaching area; condition of buildings; toilets etc. Scale construction was done using the Rasch model where the SACMEQ school mean is 500 with a standard deviation of 100. See the SACMEQ archive/website for details (variable name ZPSESSCR).
  

• Teacher reading mean score - Total
• Teacher reading mean score - Female
• Teacher reading mean score - Male
• Teacher reading mean score - Rural
• Teacher reading mean score - Urban
• Teacher math mean score - Total
• Teacher math mean score - Female
• Teacher math mean score - Male
• Teacher math mean score - Rural
• Teacher math mean score - Urban

• Grade 3 Math -Below I
• Grade 3 Math - I
• Grade 3 Math - II
• Grade 3 Math - III
• Grade 3 Math - IV
• Grade 3 Math - Girl/Boy Difference
• Grade 3 Math - Urban/Rural Difference
  

• Grade 3 Reading - Below I
• Grade 3 Reading - I
• Grade 3 Reading - II
• Grade 3 Reading - III
• Grade 3 Reading - IV
• Grade 3 Reading - Girl/Boy Difference
• Grade 3 Reading - Urban/Rural Difference

• Grade 6 Math -Below I
• Grade 6 Math -I
• Grade 6 Math -II
• Grade 6 Math -III
• Grade 6 Math -IV
• Grade 6 Math -Girl/Boy Difference
• Grade 6 Math -Urban/Rural Difference

• Grade 6 Science -Below I
• Grade 6 Science -I
• Grade 6 Science -II
• Grade 6 Science -III
• Grade 6 Science -IV
• Grade 6 Science -Girl/Boy Difference
• Grade 6 Science -Urban/Rural Difference

• PISA Home access to computer for school work
  
  Percentage of pupils who have home access to a computer for school work.
  
  

• PISA Mathematics mean score - Total
• PISA Mathematics mean score - Female
• PISA Mathematics mean score - Male

• PISA Reading mean score - Total
• PISA Reading mean score - Female
• PISA Reading mean score - Male
  

• Mean PISA index of economic social and cultural status (ESCS)
• Cumulative expenditure per student between 6&15 yrs
  

• Total CO2 emissions
• CO2 emissions: Share of world total
• CO2 emissions per capita
• CO2 emissions: Carbon intensity of growth
  
  CO2 emissions per unit of GDP.
  

• Electricity consumption per capita
• Electricity consumption per capita - % change 1990-2004
• Electrification rate
• Population without electricity
• GDP per unit of energy use
• GDP per unit of energy use - % change 1990-2004
  

• Fossil fuels: Coal and coal products
• Fossil fuels: Oil
• Fossil fuels: Natural Gas
• Renewable: Hydro; solar; wind and geothermal
  
  In 2005 - 12.6% of the world's energy needs were supplied by renewable sources. Hydro-electric power constitutes 17% of this total; solar/wind/other 1%; geothermal 3% and biomass and waste 79%.
  
  
• Renewable: Biomass and waste
  
  Biomass - also referred to as traditional fuel - is comprised of animal and plant materials (wood; vegetal waste; ethanol; animal materials/wastes and sulphite lyes). Waste is comprised of municipal waste (wastes produced by the residential; commercial and public service sectors that are collected by local authorities for disposal in a central location for the production of heat and/or power) and industrial waste.
  
  
• Nuclear
  

• Gender empowerment measure (GEM)
  
  This is a measure of inequalities between men's and women's opportunities in a country. It combines inequalities in three areas: political participation and decision making; economic participation and decision making; and power over economic resources.
  
  
• Percentage of seats in parliament held by women
  
  Where there are lower and upper houses - data refer to the weighted average of women's shares of seats in both houses.
  
  
• Gender-related development index (GDI)
  
  The GDI is an indication of the standard of living in a country. It aims to show the inequalities between men and women in the following areas: long and healthy life; knowledge; and a decent standard of living.
  

• Female legislators; senior officials and managers
• Female professional and technical workers
  
  Data refer to the most recent year available between 1997 and 2006. Estimates for countries that have implemented the International Standard Classification of Occupations (ISCO-88) are not strictly comparable with those for countries using the previous classification (ISCO-68).
  
  
• Estimated earned income - Female
• Estimated earned income - Male
  
  Because of the lack of gender-disaggregated income data - female and male earned income are crudely estimated on the basis of data on the ratio of the female nonagricultural wage to the male nonagricultural wage; the female and male shares of the economically active population; the total female and male population and GDP per capita in PPP US$. The wage ratios used in this calculation are based on data for the most recent year available between 1997 and 2006.
  
  
• Ratio of estimated female to male earned income
  
  Calculated on the basis of estimated earned income (above). Estimates are based on data for the most recent year available between 1996 and 2006. Following the methodology implemented in the calculation of the GDI the income component of the GEM has been scaled downward for countries whose income exceeds the maximum goalpost GDP per capita value of 40000 (PPP US$).
  

• Deaths among children under five years of age due to diarrhoeal diseases
• Deaths among children under five years of age due to HIV/AIDS
• Deaths among children under five years of age due to injuries
• Deaths among children under five years of age due to malaria
• Deaths among children under five years of age due to measles
• Deaths among children under five years of age due to neonatal causes
• Deaths among children under five years of age due to other causes
• Deaths among children under five years of age due to pneumonia
  
  

• Percentage of low birthweight infants
• Stunting (Moderate & Severe)
• Stunting (Severe)
• Wasting (Moderate & Severe)
• Wasting (Severe)
  

• Per capita government expenditure on health
  

• One-year-olds immunized with MCV (Measles containing vaccine)
  
  
• One-year-olds immunized with three doses of DTP3
  (diphtheria tetanus toxoid and pertussis)
  
  
• One-year-olds immunized with three doses of Hepatitis B (HepB3)
• One-year-olds immunized with three doses of Hib (Hib3) vaccine

• Adult mortality rate (per 1000 population)
• Infant mortality rate (per 1 000 live births)
• Under-5 mortality rate (per 1000 live births)
  

• Access to safe drinking water - Total
• Access to safe drinking water - Rural
• Access to safe drinking water - Urban
• Access to improved sanitation - Total
• Access to improved sanitation - Rural
• Access to improved sanitation - Urban