World Bank Indicators

All World Bank Indicators datasets in the StackData catalog: statistical dataflows from World Bank, each queryable as a table in any language.

Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q1 (lowest) HF.UHC.CONS.ZS.Q1
Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q2 HF.UHC.CONS.ZS.Q2
Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q3 HF.UHC.CONS.ZS.Q3
Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q4 HF.UHC.CONS.ZS.Q4
Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q5 (highest) HF.UHC.CONS.ZS.Q5
Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health expenditure (%) SH.UHC.NOPR.ZS
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) HF.UHC.NOPX.ZS
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) : Q1 (lowest) HF.UHC.NOPX.ZS.Q1
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) : Q2 HF.UHC.NOPX.ZS.Q2
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) : Q3 HF.UHC.NOPX.ZS.Q3
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) : Q4 HF.UHC.NOPX.ZS.Q4
Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%) : Q5 (highest) HF.UHC.NOPX.ZS.Q5
Proportion of population pushed further below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%) SH.UHC.FBP1.ZS
Proportion of population pushed further below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%) SH.UHC.FBP2.ZS
Proportion of population pushed further below the 60% median consumption poverty line by out-of-pocket health care expenditure (%) SH.UHC.FBPR.ZS
Proportion of population pushed into poverty (based on the societal poverty line) due to out-of-pocket health expenditure (%) SH_UHC_FH40_PUSHED
Proportion of population pushed or further pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%) SH.UHC.TOT1.ZS
Proportion of population pushed or further pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%) SH.UHC.TOT2.ZS
Proportion of population pushed or further pushed below the 60% median consumption poverty line by out-of-pocket health expenditure (%) SH.UHC.TOTR.ZS
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%) HF.UHC.OOPC.10.ZS
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%) SH.UHC.OOPC.10.ZS
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q1 (lowest) HF.UHC.OOPC.10.ZS.Q1
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q2 HF.UHC.OOPC.10.ZS.Q2
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q3 HF.UHC.OOPC.10.ZS.Q3
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q4 HF.UHC.OOPC.10.ZS.Q4
Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q5 (highest) HF.UHC.OOPC.10.ZS.Q5
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%) HF.UHC.OOPC.25.ZS
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%) SH.UHC.OOPC.25.ZS
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q1 (lowest) HF.UHC.OOPC.25.ZS.Q1
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q2 HF.UHC.OOPC.25.ZS.Q2
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q3 HF.UHC.OOPC.25.ZS.Q3
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q4 HF.UHC.OOPC.25.ZS.Q4
Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q5 (highest) HF.UHC.OOPC.25.ZS.Q5
Proportion of primary schools with access to adapted infrastructure and materials for students with disabilities (%) UIS.SCHBSP.1.WINFSTUDIS
Proportion of primary schools with access to basic drinking water (%) UIS.SCHBSP.1.WWATA
Proportion of primary schools with access to computers for pedagogical purposes (%) UIS.SCHBSP.1.WCOMPUT
Proportion of primary schools with access to electricity (%) UIS.SCHBSP.1.WELEC
Proportion of primary schools with access to Internet for pedagogical purposes (%) UIS.SCHBSP.1.WINTERN
Proportion of primary schools with basic handwashing facilities (%) UIS.SCHBSP.1.WWASH
Proportion of primary schools with single-sex basic sanitation facilities (%) UIS.SCHBSP.1.WTOILA
Proportion of private domestic ownership in a firm (%) IC.FRM.FCHAR.CAR2
Proportion of production workers (out of all permanent workers) IC.FRM.WRKF.WK15
Proportion of products lost to breakage or spoilage during shipping to domestic markets (%) IC.FRM.INFRA.IN14
Proportion of seats held by women in national parliaments (%) SG.GEN.PARL.ZS
Proportion of secondary schools with access to computers for pedagogical purposes (%) UIS.SCHBSP.2T3.WCOMPUT
Proportion of secondary schools with access to Internet for pedagogical purposes (%) UIS.SCHBSP.2T3.WINTERN
Proportion of skilled workers (out of all production workers) (%) IC.FRM.WRKF.WK19
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA) UIS.MATH.LOWERSEC.GPIA
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA) UIS.MATH.LOWERSEC.LPIA
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA) UIS.MATH.LOWERSEC.WPIA
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA) UIS.READ.LOWERSEC.GPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA) UIS.MATH.LOWERSEC.NPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA) UIS.MATH.LOWERSEC.LTPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, both sexes (%) UIS.MATH.LOWERSEC
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%) UIS.MATH.LOWERSEC.NONLANGTEST
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, female (%) UIS.MATH.LOWERSEC.F
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%) UIS.MATH.LOWERSEC.NONNATIVE
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, male (%) UIS.MATH.LOWERSEC.M
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%) UIS.MATH.LOWERSEC.NATIVE
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%) UIS.MATH.LOWERSEC.RURAL
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%) UIS.MATH.LOWERSEC.LANGTEST
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%) UIS.MATH.LOWERSEC.URBAN
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%) UIS.MATH.LOWERSEC.HIGHSES
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%) UIS.MATH.LOWERSEC.LOWSES
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA) UIS.READ.LOWERSEC.LPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA) UIS.READ.LOWERSEC.NPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted speaks language of the test parity index (LTPIA) UIS.READ.LOWERSEC.LTPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA) UIS.READ.LOWERSEC.WPIA
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, both sexes (%) UIS.READ.LOWERSEC
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%) UIS.READ.LOWERSEC.NONLANGTEST
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, female (%) UIS.READ.LOWERSEC.F
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%) UIS.READ.LOWERSEC.NONNATIVE
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, male (%) UIS.READ.LOWERSEC.M
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%) UIS.READ.LOWERSEC.NATIVE
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, rural areas, both sexes (%) UIS.READ.LOWERSEC.RURAL
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, spoke the language of the test at home, both sexes (%) UIS.READ.LOWERSEC.LANGTEST
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, urban areas, both sexes (%) UIS.READ.LOWERSEC.URBAN
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%) UIS.READ.LOWERSEC.HIGHSES
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%) UIS.READ.LOWERSEC.LOWSES
Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA) UIS.MATH.PRIMARY.GPIA
Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA) UIS.MATH.PRIMARY.LPIA
Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA) UIS.MATH.PRIMARY.WPIA
Proportion of students at the end of primary achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA) UIS.READ.PRIMARY.GPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA) UIS.MATH.PRIMARY.NPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA) UIS.MATH.PRIMARY.LTPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, both sexes (%) UIS.MATH.PRIMARY
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%) UIS.MATH.PRIMARY.NONLANGTEST
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, female (%) UIS.MATH.PRIMARY.F
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%) UIS.MATH.PRIMARY.NONNATIVE
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, male (%) UIS.MATH.PRIMARY.M
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%) UIS.MATH.PRIMARY.NATIVE
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%) UIS.MATH.PRIMARY.RURAL
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%) UIS.MATH.PRIMARY.LANGTEST
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%) UIS.MATH.PRIMARY.URBAN
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%) UIS.MATH.PRIMARY.HIGHSES
Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%) UIS.MATH.PRIMARY.LOWSES
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA) UIS.READ.PRIMARY.LPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA) UIS.READ.PRIMARY.NPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted speaks language of the test parity index (LTPIA) UIS.READ.PRIMARY.LTPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA) UIS.READ.PRIMARY.WPIA
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, both sexes (%) UIS.READ.PRIMARY
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%) UIS.READ.PRIMARY.NONLANGTEST
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, female (%) UIS.READ.PRIMARY.F
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%) UIS.READ.PRIMARY.NONNATIVE
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, male (%) UIS.READ.PRIMARY.M
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%) UIS.READ.PRIMARY.NATIVE
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, rural areas, both sexes (%) UIS.READ.PRIMARY.RURAL
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, spoke the language of the test at home, both sexes (%) UIS.READ.PRIMARY.LANGTEST
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, urban areas, both sexes (%) UIS.READ.PRIMARY.URBAN
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%) UIS.READ.PRIMARY.HIGHSES
Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%) UIS.READ.PRIMARY.LOWSES
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA) UIS.MATH.G2T3.GPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA) UIS.MATH.G2T3.LPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA) UIS.MATH.G2T3.NPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA) UIS.MATH.G2T3.LTPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA) UIS.MATH.G2T3.WPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, both sexes (%) UIS.MATH.G2T3
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%) UIS.MATH.G2T3.NONLANGTEST
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, female (%) UIS.MATH.G2T3.F
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%) UIS.MATH.G2T3.NONNATIVE
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, male (%) UIS.MATH.G2T3.M
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%) UIS.MATH.G2T3.NATIVE
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%) UIS.MATH.G2T3.RURAL
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%) UIS.MATH.G2T3.LANGTEST
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%) UIS.MATH.G2T3.URBAN
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%) UIS.MATH.G2T3.HIGHSES
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%) UIS.MATH.G2T3.LOWSES
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA) UIS.READ.G2T3.GPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA) UIS.READ.G2T3.LPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA) UIS.READ.G2T3.NPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted speaks language of the test parity index (LTPIA) UIS.READ.G2T3.LTPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA) UIS.READ.G2T3.WPIA
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, both sexes (%) UIS.READ.G2T3
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%) UIS.READ.G2T3.NONLANGTEST
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, female (%) UIS.READ.G2T3.F
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%) UIS.READ.G2T3.NONNATIVE
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, male (%) UIS.READ.G2T3.M
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%) UIS.READ.G2T3.NATIVE
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, rural areas, both sexes (%) UIS.READ.G2T3.RURAL
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, spoke the language of the test at home, both sexes (%) UIS.READ.G2T3.LANGTEST
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, urban areas, both sexes (%) UIS.READ.G2T3.URBAN
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%) UIS.READ.G2T3.HIGHSES
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%) UIS.READ.G2T3.LOWSES
Proportion of teachers with the minimum required qualifications in lower secondary education, adjusted gender parity index (GPIA) UIS.TRTP.2.GPIA
Proportion of teachers with the minimum required qualifications in lower secondary education, both sexes (%) UIS.TRTP.2
Proportion of teachers with the minimum required qualifications in lower secondary education, female (%) UIS.TRTP.2.F
Proportion of teachers with the minimum required qualifications in lower secondary education, male (%) UIS.TRTP.2.M
Proportion of teachers with the minimum required qualifications in pre-primary education, adjusted gender parity index (GPIA) UIS.TRTP.02.GPIA
Proportion of teachers with the minimum required qualifications in pre-primary education, both sexes (%) UIS.TRTP.02
Proportion of teachers with the minimum required qualifications in pre-primary education, female (%) UIS.TRTP.02.F
Proportion of teachers with the minimum required qualifications in pre-primary education, male (%) UIS.TRTP.02.M
Proportion of teachers with the minimum required qualifications in primary education, adjusted gender parity index (GPIA) UIS.TRTP.1.GPIA
Proportion of teachers with the minimum required qualifications in secondary education, adjusted gender parity index (GPIA) UIS.TRTP.2T3.GPIA
Proportion of teachers with the minimum required qualifications in upper secondary education, adjusted gender parity index (GPIA) UIS.TRTP.3.GPIA
Proportion of teachers with the minimum required qualifications in upper secondary education, both sexes (%) UIS.TRTP.3
Proportion of teachers with the minimum required qualifications in upper secondary education, female (%) UIS.TRTP.3.F
Proportion of teachers with the minimum required qualifications in upper secondary education, male (%) UIS.TRTP.3.M
Proportion of temporary workers (out of all workers) IC.FRM.WRKF.WK17
Proportion of terrestrial key biodiversity areas (KBAs) covered by protected areas (%) CC.KBA.TERR.ZS
Proportion of time spent on unpaid domestic and care work, female (% of 24 hour day) SG.TIM.UWRK.FE
Proportion of time spent on unpaid domestic and care work, male (% of 24 hour day) SG.TIM.UWRK.MA
Proportion of total employees with tertiary education working in public sector BI.EMP.TOTL.PB.TT.ZS
Proportion of total inputs that are of foreign origin (%) IC.FRM.TRD.TR8
Proportion of total sales that are exported directly (%) IC.FRM.TRD.TR5
Proportion of upper secondary schools with access to adapted infrastructure and materials for students with disabilities (%) UIS.SCHBSP.3.WINFSTUDIS
Proportion of upper secondary schools with access to basic drinking water (%) UIS.SCHBSP.3.WWATA
Proportion of upper secondary schools with access to computers for pedagogical purposes (%) UIS.SCHBSP.3.WCOMPUT
Proportion of upper secondary schools with access to electricity (%) UIS.SCHBSP.3.WELEC
Proportion of upper secondary schools with access to Internet for pedagogical purposes (%) UIS.SCHBSP.3.WINTERN
Proportion of upper secondary schools with basic handwashing facilities (%) UIS.SCHBSP.3.WWASH
Proportion of upper secondary schools with single-sex basic sanitation facilities (%) UIS.SCHBSP.3.WTOILA
Proportion of women in ministerial level positions (%) SG.GEN.MNST.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (% of ever-partnered women ages 15-49) SG.VAW.1549.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15+) SG.VAW.15PL.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15-19) SG.VAW.1519.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15-49) SG.VAW.1549.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 20-24) SG.VAW.2024.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 25-29) SG.VAW.2529.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 30-34) SG.VAW.3034.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 35-39) SG.VAW.3539.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 40-44) SG.VAW.4044.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 45-49) SG.VAW.4549.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 50-54) SG.VAW.5054.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 55-59) SG.VAW.5559.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 60-64) SG.VAW.6064.ME.ZS
Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 65+) SG.VAW.65PL.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 15+) SG.VAW.NPSV.15PL.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 15-19) SG.VAW.NPSV.1519.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 15-49) SG.VAW.NPSV.1549.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 20-24) SG.VAW.NPSV.2024.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 25-29) SG.VAW.NPSV.2529.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 30-34) SG.VAW.NPSV.3034.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 35-39) SG.VAW.NPSV.3539.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 40-44) SG.VAW.NPSV.4044.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 45-49) SG.VAW.NPSV.4549.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 50-54) SG.VAW.NPSV.5054.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 55-59) SG.VAW.NPSV.5559.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 60-64) SG.VAW.NPSV.6064.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in the last 12 months (modeled estimate, % of women ages 65+) SG.VAW.NPSV.65PL.ME.ZS
Proportion of women subjected to sexual violence by persons other than an intimate partner in their lifetime (modeled estimate, % of women ages 15+) SG.VAW.NPSV.15PL.LT.ME.ZS