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.

(De Facto) Percent of schools with access to internet SE.PRM.INFR.5
(De Facto) Percent of schools with access to internet - Rural SE.PRM.INFR.5.R
(De Facto) Percent of schools with access to internet - Urban SE.PRM.INFR.5.U
(De Facto) Percent of schools with drinking water SE.PRM.INFR.2
(De Facto) Percent of schools with drinking water - Rural SE.PRM.INFR.2.R
(De Facto) Percent of schools with drinking water - Urban SE.PRM.INFR.2.U
(De Facto) Percent of schools with functioning toilets SE.PRM.INFR.3
(De Facto) Percent of schools with functioning toilets - Rural SE.PRM.INFR.3.R
(De Facto) Percent of schools with functioning toilets - Urban SE.PRM.INFR.3.U
(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit SE.PRM.EFFT.1
(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Female SE.PRM.EFFT.1.F
(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Male SE.PRM.EFFT.1.M
(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Rural SE.PRM.EFFT.1.R
(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Urban SE.PRM.EFFT.1.U
(De Facto) Percent of teachers present in their schools during an announced visit SE.PRM.EFFT.2
(De Facto) Percent of teachers present in their schools during an announced visit - Female SE.PRM.EFFT.2.F
(De Facto) Percent of teachers present in their schools during an announced visit - Male SE.PRM.EFFT.2.M
(De Facto) Percent of teachers present in their schools during an announced visit - Rural SE.PRM.EFFT.2.R
(De Facto) Percent of teachers present in their schools during an announced visit - Urban SE.PRM.EFFT.2.U
(De Facto) Percent of teachers proficient in the subject of language SE.PRM.CONT.2
(De Facto) Percent of teachers proficient in the subject of language - Female SE.PRM.CONT.2.F
(De Facto) Percent of teachers proficient in the subject of language - Male SE.PRM.CONT.2.M
(De Facto) Percent of teachers proficient in the subject of language - Rural SE.PRM.CONT.2.R
(De Facto) Percent of teachers proficient in the subject of language - Urban SE.PRM.CONT.2.U
(De Facto) Percent of teachers proficient in the subject of mathematics SE.PRM.CONT.3
(De Facto) Percent of teachers proficient in the subject of mathematics - Female SE.PRM.CONT.3.F
(De Facto) Percent of teachers proficient in the subject of mathematics - Male SE.PRM.CONT.3.M
(De Facto) Percent of teachers proficient in the subject of mathematics - Rural SE.PRM.CONT.3.R
(De Facto) Percent of teachers proficient in the subject of mathematics - Urban SE.PRM.CONT.3.U
(De Facto) Percent of teachers proficient in the subjects they teach SE.PRM.CONT.1
(De Facto) Percent of teachers proficient in the subjects they teach - Female SE.PRM.CONT.1.F
(De Facto) Percent of teachers proficient in the subjects they teach - Male SE.PRM.CONT.1.M
(De Facto) Percent of teachers proficient in the subjects they teach - Rural SE.PRM.CONT.1.R
(De Facto) Percent of teachers proficient in the subjects they teach - Urban SE.PRM.CONT.1.U
(De Facto) Percent of teachers reporting being satisfied or very satisfied with their job as teacher SE.PRM.TATT.3
(De Facto) Percent of teachers reporting being satisfied or very satisfied with their social status in the community SE.PRM.TATT.2
(De Facto) Percent of teachers reporting having attended in-service trainings in the past 12 months SE.PRM.TSUP.5
(De Facto) Percent of teachers reporting having discussed the results of the classroom observation SE.PRM.ILDR.4
(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Female SE.PRM.ILDR.4.F
(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Male SE.PRM.ILDR.4.M
(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Rural SE.PRM.ILDR.4.R
(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Urban SE.PRM.ILDR.4.U
(De Facto) Percent of teachers reporting having had their class observed SE.PRM.ILDR.2
(De Facto) Percent of teachers reporting having had their class observed - Female SE.PRM.ILDR.2.F
(De Facto) Percent of teachers reporting having had their class observed - Male SE.PRM.ILDR.2.M
(De Facto) Percent of teachers reporting having had their class observed - Rural SE.PRM.ILDR.2.R
(De Facto) Percent of teachers reporting having had their class observed - Urban SE.PRM.ILDR.2.U
(De Facto) Percent of teachers reporting having lesson plans SE.PRM.ILDR.7
(De Facto) Percent of teachers reporting having lesson plans - Female SE.PRM.ILDR.7.F
(De Facto) Percent of teachers reporting having lesson plans - Male SE.PRM.ILDR.7.M
(De Facto) Percent of teachers reporting having lesson plans - Rural SE.PRM.ILDR.7.R
(De Facto) Percent of teachers reporting having lesson plans - Urban SE.PRM.ILDR.7.U
(De Facto) Percent of teachers reporting having received financial bonuses in addition to their salaries SE.PRM.TATT.4
(De Facto) Percent of teachers reporting that the classroom observation happened recently SE.PRM.ILDR.3
(De Facto) Percent of teachers reporting that the classroom observation happened recently - Female SE.PRM.ILDR.3.F
(De Facto) Percent of teachers reporting that the classroom observation happened recently - Male SE.PRM.ILDR.3.M
(De Facto) Percent of teachers reporting that the classroom observation happened recently - Rural SE.PRM.ILDR.3.R
(De Facto) Percent of teachers reporting that the classroom observation happened recently - Urban SE.PRM.ILDR.3.U
(De Facto) Percent of teachers reporting that the discussion was over 30 minutes SE.PRM.ILDR.5
(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Female SE.PRM.ILDR.5.F
(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Male SE.PRM.ILDR.5.M
(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Rural SE.PRM.ILDR.5.R
(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Urban SE.PRM.ILDR.5.U
(De Facto) Percent of teachers reporting that there are incentives (financial or otherwise) for teachers to teach certain subjects/grades and/or in certain areas SE.PRM.TATT.5
(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) SE.PRM.ILDR.8
(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Female SE.PRM.ILDR.8.F
(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Male SE.PRM.ILDR.8.M
(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Rural SE.PRM.ILDR.8.R
(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Urban SE.PRM.ILDR.8.U
(De Facto) Percent of teachers reporting that they participated in an induction and/or mentorship program SE.PRM.TSUP.3
(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion SE.PRM.ILDR.6
(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Female SE.PRM.ILDR.6.F
(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Male SE.PRM.ILDR.6.M
(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Rural SE.PRM.ILDR.6.R
(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Urban SE.PRM.ILDR.6.U
(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if students are left with work to do" SE.PRM.TINM.2
(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if the assigned curriculum has been completed" SE.PRM.TINM.1
(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if the teacher is doing something useful for the community" SE.PRM.TINM.3
(De Facto) Percent of teachers that agree or strongly agrees with "Students can always substantially change how intelligent they are" SE.PRM.TINM.9
(De Facto) Percent of teachers that agree or strongly agrees with "Students can change even their basic intelligence level considerably" SE.PRM.TINM.10
(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they are motivated to learn" SE.PRM.TINM.6
(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they attend school regularly" SE.PRM.TINM.4
(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they come to school with materials" SE.PRM.TINM.5
(De Facto) Percent of teachers that agree or strongly agrees with "Students have a certain amount of intelligence and they really can’t do much to change it" SE.PRM.TINM.7
(De Facto) Percent of teachers that agree or strongly agrees with "To be honest, students can’t really change how intelligent they are" SE.PRM.TINM.8
(De Facto) Percent of teachers that performance matters for promotions SE.PRM.TATT.6
(De Facto) Percent of teachers that report being evaluated in the past 12 months SE.PRM.TEVL.3
(De Facto) Percent of teachers that report having been absent because of administrative processes SE.PRM.TMNA.4
(De Facto) Percent of teachers that report having opportunities to come together with other teachers to discuss ways of improving teaching SE.PRM.TSUP.9
(De Facto) Percent of teachers that report salary delays in the past 12 months SE.PRM.TATT.8
(De Facto) Percent of teachers that report that there would be consequences for being absent 40% of the time SE.PRM.TMNA.5
(De Facto) Percent of teachers that report there would be consequences after two negative evaluations SE.PRM.TEVL.6
(De Facto) Percent of teachers that report there would be consequences after two positive evaluations SE.PRM.TEVL.7
(De Facto) Percent of teachers who state that intrinsic motivation was the main reason to become teachers SE.PRM.TINM.11
(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) SE.PRM.PEDG.2
(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Female SE.PRM.PEDG.2.F
(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Male SE.PRM.PEDG.2.M
(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Rural SE.PRM.PEDG.2.R
(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Urban SE.PRM.PEDG.2.U
(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) SE.PRM.PEDG.3
(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Female SE.PRM.PEDG.3.F
(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Male SE.PRM.PEDG.3.M
(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Rural SE.PRM.PEDG.3.R
(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Urban SE.PRM.PEDG.3.U
(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) SE.PRM.PEDG.1
(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Female SE.PRM.PEDG.1.F
(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Male SE.PRM.PEDG.1.M
(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Rural SE.PRM.PEDG.1.R
(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Urban SE.PRM.PEDG.1.U
(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) SE.PRM.PEDG.4
(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Female SE.PRM.PEDG.4.F
(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Male SE.PRM.PEDG.4.M
(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Rural SE.PRM.PEDG.4.R
(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Urban SE.PRM.PEDG.4.U
(De Facto) Percent of women age 15-49 years with a live birth in the last 2 years whose most recent live birth was delivered in a health facility SE.PRM.LHTH.8
(De Facto) Percent reporting they completed a practicum as part of pre-service training SE.PRM.TSUP.2
(De Facto) Policy Lever (Inputs & Infrastructure) - Monitoring SE.PRM.IMON.DF
(De Facto) Policy Lever (Inputs & Infrastructure) - Standards SE.PRM.ISTD.DF
(De Facto) Policy Lever (Learners) - Caregiver Capacity – Financial Capacity SE.PRM.LFCP.DF
(De Facto) Policy Lever (Learners) - Caregiver Capacity – Skills Capacity SE.PRM.LSKC.DF
(De Facto) Policy Lever (Learners) - Center-Based Care SE.PRM.LCBC.DF
(De Facto) Policy Lever (Learners) - Health SE.PRM.LHTH.DF
(De Facto) Policy Lever (Learners) - Nutrition Programs SE.PRM.LNTN.DF
(De Facto) Policy Lever (School Management) - Attraction SE.PRM.SATT.DF
(De Facto) Policy Lever (School Management) - Clarity of Functions SE.PRM.SCFN.DF
(De Facto) Policy Lever (School Management) - Evaluation SE.PRM.SEVL.DF
(De Facto) Policy Lever (School Management) - Selection & Deployment SE.PRM.SSLD.DF
(De Facto) Policy Lever (School Management) - Support SE.PRM.SSUP.DF
(De Facto) Policy Lever (Teaching) - Attraction SE.PRM.TATT.DF
(De Facto) Policy Lever (Teaching) - Evaluation SE.PRM.TEVL.DF
(De Facto) Policy Lever (Teaching) - Intrinsic Motivation SE.PRM.TINM.DF
(De Facto) Policy Lever (Teaching) - Monitoring & Accountability SE.PRM.TMNA.DF
(De Facto) Policy Lever (Teaching) - Selection & Deployment SE.PRM.TSDP.DF
(De Facto) Policy Lever (Teaching) - Support SE.PRM.TSUP.DF
(De Facto) Requirements to become a primary school teacher SE.PRM.TSDP.4
(De Facto) Requirements to fulfill a transfer request SE.PRM.TSDP.6
(De Facto) Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%) SE.LPV.PRIM.1
(De Facto) Teacher report receiving monetary compensation (aside from salary) for being present SE.PRM.TMNA.3
(De Jure) According to laws and regulations, are there requirement to become an early childhood educator, pre-primary teacher? SE.PRM.LCBC.4
(De Jure) According to policy, are ECCE professionals working at public or private centers required to complete in-service training in ECCE service delivery? SE.PRM.LCBC.5
(De Jure) Are anti poverty interventions that focus on ECD publicly supported? SE.PRM.LFCP.1
(De Jure) Are any of the following publicly-supported delivery channels used to reach families in order to promote early childhood stimulation? Home visits, Group sessions, Community health programs, Health center waiting rooms, School-based groups, Mass media/Information campaigns SE.PRM.LSKC.2
(De Jure) Are cash transfers conditional on ECD services/enrollment publicly supported? SE.PRM.LFCP.2
(De Jure) Are cash transfers focused partially on ECD publicly supported? SE.PRM.LFCP.3
(De Jure) Are deworming pills funded and distributed by the government? SE.PRM.LHTH.5
(De Jure) Are principals required to have in-service training? SE.PRM.SSUP.3
(De Jure) Are principals required to have management training for new principals? SE.PRM.SSUP.2
(De Jure) Are principals required to have mentoring/coaching by experienced principals? SE.PRM.SSUP.4
(De Jure) Are principals required to have training on how to manage a school? SE.PRM.SSUP.1
(De Jure) Are there developmental standards established for early childhood care and education? SE.PRM.LCBC.3
(De Jure) Are young children required to receive a complete course of childhood immunizations? SE.PRM.LHTH.1
(De Jure) Average starting public-school teacher salary as percent of GDP per capita SE.PRM.TATT.1
(De Jure) Do the national policies governing the education system portray the position of principal or head teacher as professionalized and distinct figure within schools? SE.PRM.SATT.1
(De Jure) Do the policies governing schools assign the responsibility of maintenance and expansion of school infrastructure? SE.PRM.SCFN.2
(De Jure) Do the policies governing schools assign the responsibility of principal hiring and assignment? SE.PRM.SCFN.12
(De Jure) Do the policies governing schools assign the responsibility of principal supervision and training? SE.PRM.SCFN.14
(De Jure) Do the policies governing schools assign the responsibility of procurement of materials? SE.PRM.SCFN.4
(De Jure) Do the policies governing schools assign the responsibility of student learning assessments? SE.PRM.SCFN.10
(De Jure) Do the policies governing schools assign the responsibility of teacher hiring and assignment? SE.PRM.SCFN.6
(De Jure) Do the policies governing schools assign the responsibility of teacher supervision, training, and coaching? SE.PRM.SCFN.8
(De Jure) Does a national policy exist to encourage breastfeeding? SE.PRM.LNTN.5
(De Jure) Does a national policy exist to encourage iron fortification of staples like wheat, maize, or rice? SE.PRM.LNTN.3
(De Jure) Does a national policy to encourage salt iodization exist? SE.PRM.LNTN.1
(De Jure) Does the government offer programs that aim to share good parenting practices with caregivers? SE.PRM.LSKC.1
(De Jure) How are the principals selected? Based on the requirements, is the selection system meritocratic? SE.PRM.SSLD.2
(De Jure) How many times per year do principals have trainings? SE.PRM.SSUP.5
(De Jure) Information on teacher presence/absenteeism is being collected on a regular basis SE.PRM.TMNA.1
(De Jure) Is the criteria to evaluate principals clear and includes multiple factors? SE.PRM.SEVL.2
(De Jure) Is the responsibility of monitoring basic infrastructure clearly articulated in the policies? SE.PRM.IMON.9
(De Jure) Is the responsibility of monitoring basic inputs clearly articulated in the policies? SE.PRM.IMON.7
(De Jure) Is there a national connectivity program? SE.PRM.ISTD.3
(De Jure) Is there a policy in place to require that schools are accessible to children with special needs? SE.PRM.ISTD.13
(De Jure) Is there a policy in place to require that schools have access to drinking water? SE.PRM.ISTD.9
(De Jure) Is there a policy in place to require that schools have access to electricity? SE.PRM.ISTD.7
(De Jure) Is there a policy in place to require that schools have functioning toilets? SE.PRM.ISTD.11
(De Jure) Is there a policy in place to require that students have access to PCs, laptops, tablets, and/or other computing devices? SE.PRM.ISTD.5
(De Jure) Is there a policy in place to require that students have access to the prescribed textbooks? SE.PRM.ISTD.1
(De Jure) Is there a policy that assures access to healthcare for young children? Either by offering these services free or by subsidizing them SE.PRM.LHTH.3
(De Jure) Is there a policy that guarantees free education for some or all grades and ages included in pre-primary education (for children age 0-83 months)? SE.PRM.LCBC.1
(De Jure) Is there a policy that guarantees pregnant women free antenatal visits and skilled delivery? SE.PRM.LHTH.7
(De Jure) Is there a policy that specifies the need to monitor principal or head teacher performance? SE.PRM.SEVL.1
(De Jure) Is there a publicly funded school feeding program? SE.PRM.LNTN.7
(De Jure) Is there a systematic approach/rubric for the selection of principals? SE.PRM.SSLD.1
(De Jure) Is there a well-established career path for teachers? SE.PRM.TATT.7
(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to a public authority (national, regional, local) SE.PRM.TEVL.1
(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to the schools SE.PRM.TEVL.2
(De Jure) New teachers are required to undergo a probationary period SE.PRM.TINM.13
(De Jure) Number of basic infrastructure features clearly articulated as needing to be monitored SE.PRM.IMON.10
(De Jure) Number of basic inputs clearly articulated as needing to be monitored SE.PRM.IMON.8
(De Jure) Participation in professional development has professional implications for teachers SE.PRM.TSUP.4
(De Jure) Policy Lever (Inputs & Infrastructure) - Monitoring SE.PRM.IMON.DJ
(De Jure) Policy Lever (Inputs & Infrastructure) - Standards SE.PRM.ISTD.DJ
(De Jure) Policy Lever (Learners) - Caregiver Capacity – Financial Capacity SE.PRM.LFCP.DJ
(De Jure) Policy Lever (Learners) - Caregiver Capacity – Skills Capacity SE.PRM.LSKC.DJ
(De Jure) Policy Lever (Learners) - Center-Based Care SE.PRM.LCBC.DJ
(De Jure) Policy Lever (Learners) - Health SE.PRM.LHTH.DJ
(De Jure) Policy Lever (Learners) - Nutrition Programs SE.PRM.LNTN.DJ
(De Jure) Policy Lever (School Management) - Attraction SE.PRM.SATT.DJ
(De Jure) Policy Lever (School Management) - Clarity of Functions SE.PRM.SCFN.DJ
(De Jure) Policy Lever (School Management) - Evaluation SE.PRM.SEVL.DJ