id,name,unit,description,createdAt,updatedAt,code,coverage,timespan,datasetId,sourceId,shortUnit,display,columnOrder,originalMetadata,grapherConfigAdmin,shortName,catalogPath,dimensions,schemaVersion,processingLevel,processingLog,titlePublic,titleVariant,attributionShort,attribution,descriptionShort,descriptionFromProducer,descriptionKey,descriptionProcessing,licenses,license,grapherConfigETL,type,sort,dataChecksum,metadataChecksum
949112,"Youth literacy rate, population 15-24 years, urban, male (%), LR.AG15T24.URB.M",%,,2024-07-09 16:21:14,2024-07-09 16:21:15,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__urban__male__pct__lr_ag15t24_urb_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__urban__male__pct__lr_ag15t24_urb_m,,2,,,,,,,,"Number of males age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],a2fdcc672bb9436a7de6eb6675e1523c,c38d1137b90a80905c7421baacf66613
949111,"Youth literacy rate, population 15-24 years, urban, female (%), LR.AG15T24.URB.F",%,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__urban__female__pct__lr_ag15t24_urb_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__urban__female__pct__lr_ag15t24_urb_f,,2,,,,,,,,"Number of females age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],f706a5580db9ad21fcb6fcb63419c6cf,a7842239a69c51763e1ecbb74f37b61a
949110,"Youth literacy rate, population 15-24 years, urban, both sexes (%), LR.AG15T24.URB",%,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__urban__both_sexes__pct__lr_ag15t24_urb,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__urban__both_sexes__pct__lr_ag15t24_urb,,2,,,,,,,,"Number of people age 15 to 24 years in urban areas 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, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],d2f4ffa03dc6ddddd4b2c1af371add98,2e9d34297eb290372aa5d53500761554
949109,"Youth literacy rate, population 15-24 years, urban, adjusted gender parity index (GPIA), LR.AG15T24.URB.GPIA",index,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__urban__adjusted_gender_parity_index__gpia__lr_ag15t24_urb_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__urban__adjusted_gender_parity_index__gpia__lr_ag15t24_urb_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],e15cac6a955bce17cbf5da24e3335749,0dffac59073240686bf52aeff6c54549
949108,"Youth literacy rate, population 15-24 years, rural, male (%), LR.AG15T24.RUR.M",%,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__rural__male__pct__lr_ag15t24_rur_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__rural__male__pct__lr_ag15t24_rur_m,,2,,,,,,,,"Number of males age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],7aa97b038bb3ea3ccd1060a592a452b3,9d581678844d5c314313a5d95aec2a51
949107,"Youth literacy rate, population 15-24 years, rural, female (%), LR.AG15T24.RUR.F",%,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__rural__female__pct__lr_ag15t24_rur_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__rural__female__pct__lr_ag15t24_rur_f,,2,,,,,,,,"Number of females age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],a5084cbdc23c7966008746a5456e432b,17526843357797a199cc5182fcc54134
949106,"Youth literacy rate, population 15-24 years, rural, both sexes (%), LR.AG15T24.RUR",%,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__rural__both_sexes__pct__lr_ag15t24_rur,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__rural__both_sexes__pct__lr_ag15t24_rur,,2,,,,,,,,"Number of people age 15 to 24 years in rural areas 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, ‘literacy’ also encompasses ‘numeracy’, 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],038934980460cc697c3abf2371cb6a1a,6dde75e98a5b212039ba0a01e7527664
949105,"Youth literacy rate, population 15-24 years, rural, adjusted gender parity index (GPIA), LR.AG15T24.RUR.GPIA",index,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__rural__adjusted_gender_parity_index__gpia__lr_ag15t24_rur_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__rural__adjusted_gender_parity_index__gpia__lr_ag15t24_rur_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],37a673cec356476a5f4948ab06ca7ddc,816fa8bfc30c1d9a543bce9201ffd82c
949104,"Youth literacy rate, population 15-24 years, male, adjusted location parity index (LPIA), LR.AG15T24.M.LPIA",index,,2024-07-09 16:21:14,2024-07-09 16:21:14,,,1976-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__male__adjusted_location_parity_index__lpia__lr_ag15t24_m_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__male__adjusted_location_parity_index__lpia__lr_ag15t24_m_lpia,,2,,,,,,,,"The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],648355ea7c3ee1de2aa013111da4d358,b6cddb979b6a6d0f63fc2b445880fc0c
949103,"Youth literacy rate, population 15-24 years, male (%), LR.AG15T24.M",%,,2024-07-09 16:21:13,2024-07-09 16:21:14,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__male__pct__lr_ag15t24_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__male__pct__lr_ag15t24_m,,2,,,,,,,,"Number of males age 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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.",[],,,,,float,[],95fe55d26ccc7ed497c09e4705c3c44e,72f3d805d9fe676101dfe4d9c6c55712
949102,"Youth literacy rate, population 15-24 years, female, adjusted location parity index (LPIA), LR.AG15T24.F.LPIA",index,,2024-07-09 16:21:13,2024-07-09 16:21:14,,,1976-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__female__adjusted_location_parity_index__lpia__lr_ag15t24_f_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__female__adjusted_location_parity_index__lpia__lr_ag15t24_f_lpia,,2,,,,,,,,"The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],7c47f203227628cf4be6a6b47ea33bbe,1a5ea9ed56a28e0a06f6f949b3685187
949101,"Youth literacy rate, population 15-24 years, female (%), LR.AG15T24.F",%,,2024-07-09 16:21:13,2024-07-09 16:21:14,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__female__pct__lr_ag15t24_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__female__pct__lr_ag15t24_f,,2,,,,,,,,"Number of females age 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, 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.",[],,,,,float,[],c330944e9dc72bbe00f4c77e18a110dc,86c9a6616c7fd500b830080070eeeae8
949100,"Youth literacy rate, population 15-24 years, both sexes (%), LR.AG15T24",%,,2024-07-09 16:21:13,2024-07-09 16:21:14,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__both_sexes__pct__lr_ag15t24,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__both_sexes__pct__lr_ag15t24,,2,,,,,,,,"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, ‘literacy’ also encompasses ‘numeracy’, 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.",[],,,,,float,[],6470805a1fb4e693f2278abfba7c22f5,a6fc2ee2042436e131d3d08ffc50a58d
949099,"Youth literacy rate, population 15-24 years, adjusted location parity index (LPIA), LR.AG15T24.LPIA",index,,2024-07-09 16:21:13,2024-07-09 16:21:14,,,1976-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__adjusted_location_parity_index__lpia__lr_ag15t24_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__adjusted_location_parity_index__lpia__lr_ag15t24_lpia,,2,,,,,,,,"The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],ac395d51c1ad6dbd0bc17ef44e56666e,6e9c7fb7092479bcf104f31bae03c75d
949098,"Youth literacy rate, population 15-24 years, adjusted gender parity index (GPIA), LR.AG15T24.GPIA",index,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,youth_literacy_rate__population_15_24_years__adjusted_gender_parity_index__gpia__lr_ag15t24_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#youth_literacy_rate__population_15_24_years__adjusted_gender_parity_index__gpia__lr_ag15t24_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],2b4aa731a00c60732e2e5ff2df1c615b,22f66e77647f50281eddaf77391e6f01
949097,"Volume of official development assistance flows for scholarships by sector and type of study, constant US$ , ODAFLOW.VOLUMESCHOLARSHIP", ,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,2006-2022,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,volume_of_official_development_assistance_flows_for_scholarships_by_sector_and_type_of_study__constant_usd__odaflow_volumescholarship,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#volume_of_official_development_assistance_flows_for_scholarships_by_sector_and_type_of_study__constant_usd__odaflow_volumescholarship,,2,,,,,,,,,[],,,,,float,[],5e082debea7c7945fdaa17374f7d5074,c7af22c51ec6c0cc58adf9c4f1252825
949096,"Teacher attrition rate from vocational secondary education, male (%), TATTRR.2T3.V.M",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_vocational_secondary_education__male__pct__tattrr_2t3_v_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_vocational_secondary_education__male__pct__tattrr_2t3_v_m,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],45623beefea771cbc28948d4c8c29cf7,9518ef85021f23f0d9284b0ac1ead16b
949095,"Teacher attrition rate from vocational secondary education, female (%), TATTRR.2T3.V.F",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_vocational_secondary_education__female__pct__tattrr_2t3_v_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_vocational_secondary_education__female__pct__tattrr_2t3_v_f,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],ea893a87c3350f145eb547bbcbedae68,940d9ae4ab0a2dd2c63fb384aa87d840
949094,"Teacher attrition rate from vocational secondary education, both sexes (%), TATTRR.2T3.V",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_vocational_secondary_education__both_sexes__pct__tattrr_2t3_v,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_vocational_secondary_education__both_sexes__pct__tattrr_2t3_v,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],8a53deebaa0b532fd52a684e65888a82,1e9dfe377928e62b2bad2e1c9b05a32d
949093,"Teacher attrition rate from upper secondary education, male (%), TATTRR.3.M",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_upper_secondary_education__male__pct__tattrr_3_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_upper_secondary_education__male__pct__tattrr_3_m,,2,,,,,,,,"Number of male teachers who left the upper secondary education system in year t+1, expressed as a percentage of male teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],000a9fdc4a323f9b0f8d56edc20482ba,5b543241c603d6d37a0dbc0a69acccdf
949092,"Teacher attrition rate from upper secondary education, female (%), TATTRR.3.F",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_upper_secondary_education__female__pct__tattrr_3_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_upper_secondary_education__female__pct__tattrr_3_f,,2,,,,,,,,"Number of female teachers who left the upper secondary education system in year t+1, expressed as a percentage of female teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],b73183cfe3df2924baeb845c49194966,9f3eecf23b0a62bd2aab967e9b604808
949091,"Teacher attrition rate from upper secondary education, both sexes (%), TATTRR.3",%,,2024-07-09 16:21:13,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_upper_secondary_education__both_sexes__pct__tattrr_3,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_upper_secondary_education__both_sexes__pct__tattrr_3,,2,,,,,,,,"Number of teachers who left the upper secondary education system in year t+1, expressed as a percentage of teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],ad9691571de90d581875e09058b23463,ea3a08f45e09eb90750a5f17fa765a15
949090,"Teacher attrition rate from upper secondary education, adjusted gender parity index (GPIA), TATTRR.3.GPIA",index,,2024-07-09 16:21:12,2024-07-09 16:21:13,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_upper_secondary_education__adjusted_gender_parity_index__gpia__tattrr_3_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_upper_secondary_education__adjusted_gender_parity_index__gpia__tattrr_3_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],19edb52d2f0e45097333f227e0e917d5,a9fd34c0b2d50d0694e6f6404c9c6b16
949089,"Teacher attrition rate from secondary education, male (%), TATTRR.2T3.M",%,,2024-07-09 16:21:12,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_secondary_education__male__pct__tattrr_2t3_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_secondary_education__male__pct__tattrr_2t3_m,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],2d1ab32f1842e904b9e5b2d66f8b3208,31afc52308077696def4ccc8584be5fe
949088,"Teacher attrition rate from secondary education, female (%), TATTRR.2T3.F",%,,2024-07-09 16:21:12,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_secondary_education__female__pct__tattrr_2t3_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_secondary_education__female__pct__tattrr_2t3_f,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],a4993a9ef085b61f59a1e512d1ab6ad0,7a351f1dc00ad29eba0b0ee812cb2491
949087,"Teacher attrition rate from secondary education, both sexes (%), TATTRR.2T3",%,,2024-07-09 16:21:12,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_secondary_education__both_sexes__pct__tattrr_2t3,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_secondary_education__both_sexes__pct__tattrr_2t3,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],c10e6cfd150133bf57b5e2fb4bf44ad3,416a8122943dfd6a5218d18c16d7b8aa
949086,"Teacher attrition rate from secondary education, adjusted gender parity index (GPIA), TATTRR.2T3.GPIA",index,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_secondary_education__adjusted_gender_parity_index__gpia__tattrr_2t3_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_secondary_education__adjusted_gender_parity_index__gpia__tattrr_2t3_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],a2b3bee9404f00af606f9ab025690f39,fe1dc48c8f333f88f94ce206e8dc9f29
949085,"Teacher attrition rate from primary education, male (%), TATTRR.1.M",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_primary_education__male__pct__tattrr_1_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_primary_education__male__pct__tattrr_1_m,,2,,,,,,,,"Number of male teachers who left the primary education system in year t+1, expressed as a percentage of male teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],00c73df6e2712bf671be50ef20cd922d,3bc47a31d536d9ff55295ce8e42eba2f
949084,"Teacher attrition rate from primary education, female (%), TATTRR.1.F",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_primary_education__female__pct__tattrr_1_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_primary_education__female__pct__tattrr_1_f,,2,,,,,,,,"Number of female teachers who left the primary education system in year t+1, expressed as a percentage of female teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],b5fa42e67ac4ed8fc90aa951865d31ea,59fe9a55851de1389cb83a6e6faae6d6
949083,"Teacher attrition rate from primary education, both sexes (%), TATTRR.1",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_primary_education__both_sexes__pct__tattrr_1,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_primary_education__both_sexes__pct__tattrr_1,,2,,,,,,,,"Number of teachers who left the primary education system in year t+1, expressed as a percentage of teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],aaf7d7374e2445c8915004480ff338dc,d1ba2710c53d7cb4665765c0ff35119a
949082,"Teacher attrition rate from primary education, adjusted gender parity index (GPIA), TATTRR.1.GPIA",index,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_primary_education__adjusted_gender_parity_index__gpia__tattrr_1_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_primary_education__adjusted_gender_parity_index__gpia__tattrr_1_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],349a32d762102075c114e053333b2791,37fff618c18235389ff9a31888028b0a
949081,"Teacher attrition rate from pre-primary education, female (%), TATTRR.02.F",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_pre_primary_education__female__pct__tattrr_02_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_pre_primary_education__female__pct__tattrr_02_f,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],1b1b56ea387c5546df8f42e9bcbef66a,8139de3df2116b483bffd1886d5b5a89
949080,"Teacher attrition rate from pre-primary education, male (%), TATTRR.02.M",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_pre_primary_education__male__pct__tattrr_02_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_pre_primary_education__male__pct__tattrr_02_m,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],79cbbdc8728c702de59db27d5e0065f5,52bce788e14d7163859f327c87e721e0
949079,"Teacher attrition rate from pre-primary education, both sexes (%), TATTRR.02",%,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_pre_primary_education__both_sexes__pct__tattrr_02,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_pre_primary_education__both_sexes__pct__tattrr_02,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],fa563079ead70959816c39b215b7a2a5,78ae8a47ddb8947f959afedc52d40cb3
949078,"Teacher attrition rate from pre-primary education, adjusted gender parity index (GPIA), TATTRR.02.GPIA",index,,2024-07-09 16:21:12,2024-07-09 16:21:12,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_pre_primary_education__adjusted_gender_parity_index__gpia__tattrr_02_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_pre_primary_education__adjusted_gender_parity_index__gpia__tattrr_02_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],fc8a7e4469edd970646ffcf7fb20961c,202268f6fa8ee6f83d83951828daf43a
949077,"Teacher attrition rate from lower secondary education, male (%), TATTRR.2.M",%,,2024-07-09 16:21:11,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_lower_secondary_education__male__pct__tattrr_2_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_lower_secondary_education__male__pct__tattrr_2_m,,2,,,,,,,,"Number of male teachers who left the lower secondary education system in year t+1, expressed as a percentage of male teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],7ccb21fa80c1614c11f73ed8eab44a2e,396c6a6707c9adaec198a2c18d5d1a2a
949076,"Teacher attrition rate from lower secondary education, female (%), TATTRR.2.F",%,,2024-07-09 16:21:11,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_lower_secondary_education__female__pct__tattrr_2_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_lower_secondary_education__female__pct__tattrr_2_f,,2,,,,,,,,"Number of female teachers who left the lower secondary education system in year t+1, expressed as a percentage of female teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],952d0b0f496bd75c8b4467fe4e9138d7,1fce9868184b4e54f49444c5385ee38e
949075,"Teacher attrition rate from lower secondary education, both sexes (%), TATTRR.2",%,,2024-07-09 16:21:11,2024-07-09 16:21:12,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_lower_secondary_education__both_sexes__pct__tattrr_2,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_lower_secondary_education__both_sexes__pct__tattrr_2,,2,,,,,,,,"Number of teachers who left the lower secondary education system in year t+1, expressed as a percentage of teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/",[],,,,,float,[],02d908a8aab439d9252082203564fbac,54549cbe63c9c61969da7731e6a6e93f
949074,"Teacher attrition rate from lower secondary education, adjusted gender parity index (GPIA), TATTRR.2.GPIA",index,,2024-07-09 16:21:11,2024-07-09 16:21:12,,,1970-2023,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_lower_secondary_education__adjusted_gender_parity_index__gpia__tattrr_2_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_lower_secondary_education__adjusted_gender_parity_index__gpia__tattrr_2_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],be8abad9ed1f482779d3880d5136cc3d,f198287230fa1283c3e3bdec611c1ad6
949073,"Teacher attrition rate from general secondary education, male (%), TATTRR.2T3.GPV.M",%,,2024-07-09 16:21:11,2024-07-09 16:21:13,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_general_secondary_education__male__pct__tattrr_2t3_gpv_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_general_secondary_education__male__pct__tattrr_2t3_gpv_m,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],58de9775ae1a53661b02b2dcdd6e9f35,26f439cdd92c37589e4f4497a994b645
949072,"Teacher attrition rate from general secondary education, female (%), TATTRR.2T3.GPV.F",%,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_general_secondary_education__female__pct__tattrr_2t3_gpv_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_general_secondary_education__female__pct__tattrr_2t3_gpv_f,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],a6bfff1752a29e13880c2c1c4732ffcd,45c09b54ec82d887e6d154281072b920
949071,"Teacher attrition rate from general secondary education, both sexes (%), TATTRR.2T3.GPV",%,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,teacher_attrition_rate_from_general_secondary_education__both_sexes__pct__tattrr_2t3_gpv,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#teacher_attrition_rate_from_general_secondary_education__both_sexes__pct__tattrr_2t3_gpv,,2,,,,,,,,"Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/",[],,,,,float,[],08e7861a5ebe871bd26ea07350afb8a0,35b95dc96aa624a237ecde7362f53a76
949070,"Pupil-trained teacher ratio in upper secondary education (headcount basis), PTRHC.3.TRAINED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_trained_teacher_ratio_in_upper_secondary_education__headcount_basis__ptrhc_3_trained,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_trained_teacher_ratio_in_upper_secondary_education__headcount_basis__ptrhc_3_trained,,2,,,,,,,,"Average number of pupils per trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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 ‘full-time equivalent’ 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.",[],,,,,float,[],0bfd68bcc37fd8ffc0af0e00480edab4,e8dbfc0335d1bc05314a56bf7afff8b2
949069,"Pupil-trained teacher ratio in secondary education (headcount basis), PTRHC.2T3.TRAINED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_trained_teacher_ratio_in_secondary_education__headcount_basis__ptrhc_2t3_trained,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_trained_teacher_ratio_in_secondary_education__headcount_basis__ptrhc_2t3_trained,,2,,,,,,,,"Average number of pupils per trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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 ‘full-time equivalent’ 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.",[],,,,,float,[],f58c24d1d017635c1cde2c53e6f8fbe5,647bfd2093bee8cef5c3af4922686e2f
949068,"Pupil-trained teacher ratio in primary education (headcount basis), PTRHC.1.TRAINED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_trained_teacher_ratio_in_primary_education__headcount_basis__ptrhc_1_trained,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_trained_teacher_ratio_in_primary_education__headcount_basis__ptrhc_1_trained,,2,,,,,,,,"Average number of pupils per trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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 ‘full-time equivalent’ 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.",[],,,,,float,[],0b97fd5b3e24feca9d0c393bc5993323,ea409ddfcd861bc1113ea9148c6e8eb8
949067,"Pupil-trained teacher ratio in pre-primary education (headcount basis), PTRHC.02.TRAINED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_trained_teacher_ratio_in_pre_primary_education__headcount_basis__ptrhc_02_trained,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_trained_teacher_ratio_in_pre_primary_education__headcount_basis__ptrhc_02_trained,,2,,,,,,,,"Average number of pupils per trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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 ‘full-time equivalent’ 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.",[],,,,,float,[],5182ac66cb2476520ce345bcc209c6e2,6342a6163e848e02849f2e0b9ccfd0fd
949066,"Pupil-trained teacher ratio in lower secondary education (headcount basis), PTRHC.2.TRAINED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_trained_teacher_ratio_in_lower_secondary_education__headcount_basis__ptrhc_2_trained,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_trained_teacher_ratio_in_lower_secondary_education__headcount_basis__ptrhc_2_trained,,2,,,,,,,,"Average number of pupils per trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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 ‘full-time equivalent’ 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.",[],,,,,float,[],2d24af52f8ec44b97ba5bfae497e7243,1bed5e9b47c9addb8e21045522371a3a
949065,"Pupil-qualified teacher ratio in upper secondary (headcount basis), PTRHC.3.QUALIFIED", ,,2024-07-09 16:21:11,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_qualified_teacher_ratio_in_upper_secondary__headcount_basis__ptrhc_3_qualified,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_qualified_teacher_ratio_in_upper_secondary__headcount_basis__ptrhc_3_qualified,,2,,,,,,,,"Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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 ‘full-time equivalent’ 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.",[],,,,,float,[],9dcd467a291ba2f89c7ec12c6d83a005,2fdde1b3d1ec40a4a705843087a410c5
949064,"Pupil-qualified teacher ratio in secondary (headcount basis), PTRHC.2T3.QUALIFIED", ,,2024-07-09 16:21:10,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_qualified_teacher_ratio_in_secondary__headcount_basis__ptrhc_2t3_qualified,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_qualified_teacher_ratio_in_secondary__headcount_basis__ptrhc_2t3_qualified,,2,,,,,,,,"Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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 ‘full-time equivalent’ 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.",[],,,,,float,[],7c455897cbe69caf5eb47b8bf6a138c9,e4e9bc02023f37e8e3d8261159f6765a
949063,"Pupil-qualified teacher ratio in primary education (headcount basis), PTRHC.1.QUALIFIED", ,,2024-07-09 16:21:10,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_qualified_teacher_ratio_in_primary_education__headcount_basis__ptrhc_1_qualified,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_qualified_teacher_ratio_in_primary_education__headcount_basis__ptrhc_1_qualified,,2,,,,,,,,"Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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 ‘full-time equivalent’ 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.",[],,,,,float,[],bd77a9014d0ff996efed1d24ebba244f,e597944f0e60ea86c876e8aebee8a182
949062,"Pupil-qualified teacher ratio in pre-primary education (headcount basis), PTRHC.02.QUALIFIED", ,,2024-07-09 16:21:10,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_qualified_teacher_ratio_in_pre_primary_education__headcount_basis__ptrhc_02_qualified,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_qualified_teacher_ratio_in_pre_primary_education__headcount_basis__ptrhc_02_qualified,,2,,,,,,,,"Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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 ‘full-time equivalent’ 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.",[],,,,,float,[],cd7422405a59c701753e6025f51f8286,abe4ae360f7a3eb9198a5f062c434255
949061,"Pupil-qualified teacher ratio in lower secondary (headcount basis), PTRHC.2.QUALIFIED", ,,2024-07-09 16:21:10,2024-07-09 16:21:11,,,1970-2023,6611,, ,"{""unit"": "" "", ""shortUnit"": "" "", ""numDecimalPlaces"": 0}",0,,,pupil_qualified_teacher_ratio_in_lower_secondary__headcount_basis__ptrhc_2_qualified,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#pupil_qualified_teacher_ratio_in_lower_secondary__headcount_basis__ptrhc_2_qualified,,2,,,,,,,,"Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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 ‘full-time equivalent’ 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.",[],,,,,float,[],00483ca6f3f6441e66db74c6615f8001,0f1ee6264c566787bbca6d9e0580bb66
949060,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, urban, male (%), ICTSKILLPROGLANG.URB.M",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__male__pct__ictskillproglang_urb_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__male__pct__ictskillproglang_urb_m,,2,,,,,,,,,[],,,,,float,[],d1dd344a82e625f2072be55223835798,042b10dcd5fbec9a52bf2f516e867e8e
949059,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, urban, female (%), ICTSKILLPROGLANG.URB.F",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__female__pct__ictskillproglang_urb_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__female__pct__ictskillproglang_urb_f,,2,,,,,,,,,[],,,,,float,[],90c249213d46e76bed51a422f9928550,8fe7098b5454d88a72828a361d853574
949058,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, urban, both sexes (%), ICTSKILLPROGLANG.URB",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__both_sexes__pct__ictskillproglang_urb,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__both_sexes__pct__ictskillproglang_urb,,2,,,,,,,,,[],,,,,float,[],1bf874bc067e9b74c0a15d6b3cf7d691,c262f6ae6eb0047342a81847df02fa9e
949057,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, urban, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.URB.GPIA",index,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__adjusted_gender_parity_index__gpia__ictskillproglang_urb_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__urban__adjusted_gender_parity_index__gpia__ictskillproglang_urb_gpia,,2,,,,,,,,,[],,,,,float,[],397e0d099908fbd54611de09c0e44667,4fe2016c635010d1aa66f2a9bd169588
949056,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, under 15 years old, male (%), ICTSKILLPROGLANG.AGUNDER15Y.M",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__male__pct__ictskillproglang_agunder15y_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__male__pct__ictskillproglang_agunder15y_m,,2,,,,,,,,,[],,,,,float,[],9296a5cbfe2117078333873d63730195,526a9c2948df0d01300b3913d5c3f18d
949055,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, under 15 years old, female (%), ICTSKILLPROGLANG.AGUNDER15Y.F",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__female__pct__ictskillproglang_agunder15y_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__female__pct__ictskillproglang_agunder15y_f,,2,,,,,,,,,[],,,,,float,[],4c8fdac36b2ff7215f86d816d6ce9677,062f228d6371046668112da5a11669cd
949054,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, under 15 years old, both sexes (%), ICTSKILLPROGLANG.AGUNDER15Y",%,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__both_sexes__pct__ictskillproglang_agunder15y,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__both_sexes__pct__ictskillproglang_agunder15y,,2,,,,,,,,,[],,,,,float,[],122143723916b3c55bd3920134fbf0c8,3e71e523ae92ff630ad961dd2e9a966f
949053,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, under 15 years old, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.AGUNDER15Y.GPIA",index,,2024-07-09 16:21:10,2024-07-09 16:21:10,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_agunder15y_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__under_15_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_agunder15y_gpia,,2,,,,,,,,,[],,,,,float,[],6ac6403c32748136c63161e9816fca38,dc603a434b0c45e22ededa4e316ea74b
949052,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, rural, male (%), ICTSKILLPROGLANG.RUR.M",%,,2024-07-09 16:21:09,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__male__pct__ictskillproglang_rur_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__male__pct__ictskillproglang_rur_m,,2,,,,,,,,,[],,,,,float,[],d113d7e15ad1db361dcbd804055c1ea1,d72982c460c16fb3138e710b97f6498d
949051,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, rural, female (%), ICTSKILLPROGLANG.RUR.F",%,,2024-07-09 16:21:09,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__female__pct__ictskillproglang_rur_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__female__pct__ictskillproglang_rur_f,,2,,,,,,,,,[],,,,,float,[],70485ad6f405f0bbdf50918f841ff27e,2d155117daa903441a8b105f2b3706e8
949050,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, rural, both sexes (%), ICTSKILLPROGLANG.RUR",%,,2024-07-09 16:21:09,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__both_sexes__pct__ictskillproglang_rur,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__both_sexes__pct__ictskillproglang_rur,,2,,,,,,,,,[],,,,,float,[],c9d9c730737adb06892a4e19cd43e10c,8ff8b05749784a7f50a8d1874a5c090f
949049,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, rural, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.RUR.GPIA",index,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__adjusted_gender_parity_index__gpia__ictskillproglang_rur_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__rural__adjusted_gender_parity_index__gpia__ictskillproglang_rur_gpia,,2,,,,,,,,,[],,,,,float,[],cb0b99abffbc1b656b76cfcf4be5d6cd,cb13f855f8753a4919bd1e8305cabb02
949048,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, male, adjusted location parity index (LPIA), ICTSKILLPROGLANG.M.LPIA",index,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__male__adjusted_location_parity_index__lpia__ictskillproglang_m_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__male__adjusted_location_parity_index__lpia__ictskillproglang_m_lpia,,2,,,,,,,,,[],,,,,float,[],14b59d6d67fd622f618a4a17d3a19556,700ef0da57867e77b4ba4ca27f333540
949047,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, male (%), ICTSKILLPROGLANG.M",%,,2024-07-09 16:21:09,2024-07-09 16:21:10,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__male__pct__ictskillproglang_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__male__pct__ictskillproglang_m,,2,,,,,,,,"The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],c6a66dafbefceb59b282fe840e430300,2c73492edf05e249ed9c3cf060537bf7
949046,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, female, adjusted location parity index (LPIA), ICTSKILLPROGLANG.F.LPIA",index,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__female__adjusted_location_parity_index__lpia__ictskillproglang_f_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__female__adjusted_location_parity_index__lpia__ictskillproglang_f_lpia,,2,,,,,,,,,[],,,,,float,[],53b7077c8a7a127e7946b5e30927ddc7,b8aa6d5edf792e3a4198869d7da486d2
949045,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, female (%), ICTSKILLPROGLANG.F",%,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__female__pct__ictskillproglang_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__female__pct__ictskillproglang_f,,2,,,,,,,,"The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],ab4778cad8e8129663439349abd9416c,5c9080cb1c87db61ef96e97dea72d386
949044,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, both sexes (%), ICTSKILLPROGLANG",%,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__both_sexes__pct__ictskillproglang,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__both_sexes__pct__ictskillproglang,,2,,,,,,,,"The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],9cf067e5a5e9773978706f34bd8f3e45,3798a31f576a960107201e73698e3086
949043,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, adjusted location parity index (LPIA), ICTSKILLPROGLANG.LPIA",index,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__adjusted_location_parity_index__lpia__ictskillproglang_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__adjusted_location_parity_index__lpia__ictskillproglang_lpia,,2,,,,,,,,,[],,,,,float,[],21fd1ff8f2d9a56e3ab374a7b6593fab,23769c56081cbd7da7fc6a307711e486
949042,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.GPIA",index,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__adjusted_gender_parity_index__gpia__ictskillproglang_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__adjusted_gender_parity_index__gpia__ictskillproglang_gpia,,2,,,,,,,,"The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted 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. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/",[],,,,,float,[],4c22e8c426c77c7cff426b82c56ef774,c4c9b532872ed2e8ca7aaf06e80ec401
949041,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 75 years old or over, male (%), ICTSKILLPROGLANG.AG75OROVER.M",%,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__male__pct__ictskillproglang_ag75orover_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__male__pct__ictskillproglang_ag75orover_m,,2,,,,,,,,,[],,,,,float,[],7dede201ef935887896f05cbb2da5cc2,ca2047c926252f77a696a52fd4c223b1
949040,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 75 years old or over, female (%), ICTSKILLPROGLANG.AG75OROVER.F",%,,2024-07-09 16:21:09,2024-07-09 16:21:09,,,2015-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__female__pct__ictskillproglang_ag75orover_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__female__pct__ictskillproglang_ag75orover_f,,2,,,,,,,,,[],,,,,float,[],dd79246f3765124dcf4e30c734279089,26d9ead1ea380ba2777e4484a7292352
949039,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 75 years old or over, both sexes (%), ICTSKILLPROGLANG.AG75OROVER",%,,2024-07-09 16:21:08,2024-07-09 16:21:09,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__both_sexes__pct__ictskillproglang_ag75orover,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__both_sexes__pct__ictskillproglang_ag75orover,,2,,,,,,,,,[],,,,,float,[],fb5bd5f7410a91e2d055fa4dcba43a8c,5f74e4403cc76ef49e88344ca31d9b77
949038,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 75 years old or over, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.AG75OROVER.GPIA",index,,2024-07-09 16:21:08,2024-07-09 16:21:09,,,2015-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__adjusted_gender_parity_index__gpia__ictskillproglang_ag75orover_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__75_years_old_or_over__adjusted_gender_parity_index__gpia__ictskillproglang_ag75orover_gpia,,2,,,,,,,,,[],,,,,float,[],92e2d95a079ac7958884cf372a61c30f,a0f2f5a1dde199138a124ec3863774e2
949037,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 25-74 years old, male (%), ICTSKILLPROGLANG.AG25T74.M",%,,2024-07-09 16:21:08,2024-07-09 16:21:09,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__male__pct__ictskillproglang_ag25t74_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__male__pct__ictskillproglang_ag25t74_m,,2,,,,,,,,,[],,,,,float,[],88299bc0a62ff31c8364b96967e70b59,6c95a55e74a9441142912ff9ec25a994
949036,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 25-74 years old, female (%), ICTSKILLPROGLANG.AG25T74.F",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__female__pct__ictskillproglang_ag25t74_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__female__pct__ictskillproglang_ag25t74_f,,2,,,,,,,,,[],,,,,float,[],dcf746edb82359b1c3d18e5aa4b5496e,d6963e37d9506764ddd5b81880d3e888
949035,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 25-74 years old, both sexes (%), ICTSKILLPROGLANG.AG25T74",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__both_sexes__pct__ictskillproglang_ag25t74,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__both_sexes__pct__ictskillproglang_ag25t74,,2,,,,,,,,,[],,,,,float,[],e02d9186d21a6a79c50335de2e8868ba,a0be7b23930c4b9cf1adc60b3f55007c
949034,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 25-74 years old, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.AG25T74.GPIA",index,,2024-07-09 16:21:08,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_ag25t74_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__25_74_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_ag25t74_gpia,,2,,,,,,,,,[],,,,,float,[],e37b71242c98869f0e71f7d0b435c2c7,2b38a42798266728c64cf0b4959ae923
949033,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 15-24 years old, male (%), ICTSKILLPROGLANG.AG15T24.M",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__male__pct__ictskillproglang_ag15t24_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__male__pct__ictskillproglang_ag15t24_m,,2,,,,,,,,,[],,,,,float,[],27ecea601116433cf1013c5da1ad8082,a2b14f3dd259d0395bbd999fba414ea5
949032,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 15-24 years old, female (%), ICTSKILLPROGLANG.AG15T24.F",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__female__pct__ictskillproglang_ag15t24_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__female__pct__ictskillproglang_ag15t24_f,,2,,,,,,,,,[],,,,,float,[],528c1c192eecce61f908c355759ec4a7,02b02942c1589cf8ce20627ed2f76e86
949031,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 15-24 years old, both sexes (%), ICTSKILLPROGLANG.AG15T24",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2014-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__both_sexes__pct__ictskillproglang_ag15t24,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__both_sexes__pct__ictskillproglang_ag15t24,,2,,,,,,,,,[],,,,,float,[],9931347e3f1ce5d59fe7c68dc6d30042,96f0b83c2259f15d219d17980b4fbe65
949030,"Proportion of youth and adults who have wrote a computer program using a specialised programming language, 15-24 years old, adjusted gender parity index (GPIA), ICTSKILLPROGLANG.AG15T24.GPIA",index,,2024-07-09 16:21:08,2024-07-09 16:21:09,,,2014-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_ag15t24_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_wrote_a_computer_program_using_a_specialised_programming_language__15_24_years_old__adjusted_gender_parity_index__gpia__ictskillproglang_ag15t24_gpia,,2,,,,,,,,,[],,,,,float,[],f51f3623b1f8add2afebe713657a0a74,7c41f8f892c59bbc10515711977db2cd
949029,"Proportion of youth and adults who have verified the reliability of information found online, urban, male (%), ICTSKILLVERIFREL.URB.M",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__male__pct__ictskillverifrel_urb_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__male__pct__ictskillverifrel_urb_m,,2,,,,,,,,,[],,,,,float,[],77a312f88a21d6863eb9801979c4941e,5299f2756a936c5c02f3bbb2cd409442
949028,"Proportion of youth and adults who have verified the reliability of information found online, urban, female (%), ICTSKILLVERIFREL.URB.F",%,,2024-07-09 16:21:08,2024-07-09 16:21:08,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__female__pct__ictskillverifrel_urb_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__female__pct__ictskillverifrel_urb_f,,2,,,,,,,,,[],,,,,float,[],0598a87dd05e6b07f8b815c5a556f05b,8b512f461319f25f1327f6f34f1e3302
949027,"Proportion of youth and adults who have verified the reliability of information found online, urban, both sexes (%), ICTSKILLVERIFREL.URB",%,,2024-07-09 16:21:07,2024-07-09 16:21:08,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__both_sexes__pct__ictskillverifrel_urb,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__both_sexes__pct__ictskillverifrel_urb,,2,,,,,,,,,[],,,,,float,[],9253b658da2eb161e296506cfcedd418,c3d016cd19fb7194f0451f32fe5a2326
949026,"Proportion of youth and adults who have verified the reliability of information found online, urban, adjusted gender parity index (GPIA), ICTSKILLVERIFREL.URB.GPIA",index,,2024-07-09 16:21:07,2024-07-09 16:21:08,,,2017-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__adjusted_gender_parity_index__gpia__ictskillverifrel_urb_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__urban__adjusted_gender_parity_index__gpia__ictskillverifrel_urb_gpia,,2,,,,,,,,,[],,,,,float,[],fd5b6e23dda15c84f8c860063bc58ec4,d1371caaff9015153f7c6b6d0cd8e926
949025,"Proportion of youth and adults who have verified the reliability of information found online, under 15 years old, male (%), ICTSKILLVERIFREL.AGUNDER15Y.M",%,,2024-07-09 16:21:07,2024-07-09 16:21:08,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__male__pct__ictskillverifrel_agunder15y_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__male__pct__ictskillverifrel_agunder15y_m,,2,,,,,,,,,[],,,,,float,[],c342f10373da1d167ce58186e168ab4d,e934a9d30940fafdc9e7ebaaaad616e8
949024,"Proportion of youth and adults who have verified the reliability of information found online, under 15 years old, female (%), ICTSKILLVERIFREL.AGUNDER15Y.F",%,,2024-07-09 16:21:07,2024-07-09 16:21:07,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__female__pct__ictskillverifrel_agunder15y_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__female__pct__ictskillverifrel_agunder15y_f,,2,,,,,,,,,[],,,,,float,[],77580493f95206021b5e9465e16eaef0,61b133cdbe6933be45998ca7e56233da
949023,"Proportion of youth and adults who have verified the reliability of information found online, under 15 years old, both sexes (%), ICTSKILLVERIFREL.AGUNDER15Y",%,,2024-07-09 16:21:07,2024-07-09 16:21:08,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__both_sexes__pct__ictskillverifrel_agunder15y,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__both_sexes__pct__ictskillverifrel_agunder15y,,2,,,,,,,,,[],,,,,float,[],197389558f29ebe31559b5fc1ba93078,c7de8b31ddbf149b7fe254ae5a42ca35
949022,"Proportion of youth and adults who have verified the reliability of information found online, under 15 years old, adjusted gender parity index (GPIA), ICTSKILLVERIFREL.AGUNDER15Y.GPIA",index,,2024-07-09 16:21:07,2024-07-09 16:21:07,,,2017-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__adjusted_gender_parity_index__gpia__ictskillverifrel_agunder15y_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__under_15_years_old__adjusted_gender_parity_index__gpia__ictskillverifrel_agunder15y_gpia,,2,,,,,,,,,[],,,,,float,[],45d93457b07d7a2f6a215c0c9eeb7eca,6b7865c301e0c3ccd1383bfd3ef1091c
949021,"Proportion of youth and adults who have verified the reliability of information found online, rural, male (%), ICTSKILLVERIFREL.RUR.M",%,,2024-07-09 16:21:06,2024-07-09 16:21:07,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__male__pct__ictskillverifrel_rur_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__male__pct__ictskillverifrel_rur_m,,2,,,,,,,,,[],,,,,float,[],6b5097b91ae1d47e50293ddf6f091b6d,8f1d5843bd45d355c98bc037c7983a6e
949020,"Proportion of youth and adults who have verified the reliability of information found online, rural, female (%), ICTSKILLVERIFREL.RUR.F",%,,2024-07-09 16:21:06,2024-07-09 16:21:07,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__female__pct__ictskillverifrel_rur_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__female__pct__ictskillverifrel_rur_f,,2,,,,,,,,,[],,,,,float,[],f9b2aa806b0cfffad62990bd0175854e,076f65c265cbf03afa381e32c9b4a4cf
949019,"Proportion of youth and adults who have verified the reliability of information found online, rural, both sexes (%), ICTSKILLVERIFREL.RUR",%,,2024-07-09 16:21:06,2024-07-09 16:21:07,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__both_sexes__pct__ictskillverifrel_rur,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__both_sexes__pct__ictskillverifrel_rur,,2,,,,,,,,,[],,,,,float,[],a1233169adbfb6e4b59d8ac27e4d4a6c,f6ca71f594e412627f7ffdbdeb05e35b
949018,"Proportion of youth and adults who have verified the reliability of information found online, rural, adjusted gender parity index (GPIA), ICTSKILLVERIFREL.RUR.GPIA",index,,2024-07-09 16:21:06,2024-07-09 16:21:08,,,2017-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__adjusted_gender_parity_index__gpia__ictskillverifrel_rur_gpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__rural__adjusted_gender_parity_index__gpia__ictskillverifrel_rur_gpia,,2,,,,,,,,,[],,,,,float,[],bf4610e3fd49602255c3c08e5b31430d,12a78598667b747e45f232ebd49d1dd2
949017,"Proportion of youth and adults who have verified the reliability of information found online, male, adjusted location parity index (LPIA), ICTSKILLVERIFREL.M.LPIA",index,,2024-07-09 16:21:06,2024-07-09 16:21:06,,,2017-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__male__adjusted_location_parity_index__lpia__ictskillverifrel_m_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__male__adjusted_location_parity_index__lpia__ictskillverifrel_m_lpia,,2,,,,,,,,,[],,,,,float,[],51bf1d0bcb74c0421f324beed518e0a3,94d3cd8b73f159ed2db2462d2c31eb29
949016,"Proportion of youth and adults who have verified the reliability of information found online, male (%), ICTSKILLVERIFREL.M",%,,2024-07-09 16:21:06,2024-07-09 16:21:06,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__male__pct__ictskillverifrel_m,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__male__pct__ictskillverifrel_m,,2,,,,,,,,,[],,,,,float,[],6802bb423da8b1d8e19fe65d1693d951,441780e666af32466f484b73d0f998b7
949015,"Proportion of youth and adults who have verified the reliability of information found online, female, adjusted location parity index (LPIA), ICTSKILLVERIFREL.F.LPIA",index,,2024-07-09 16:21:06,2024-07-09 16:21:07,,,2017-2021,6611,,,"{""unit"": ""index"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__female__adjusted_location_parity_index__lpia__ictskillverifrel_f_lpia,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__female__adjusted_location_parity_index__lpia__ictskillverifrel_f_lpia,,2,,,,,,,,,[],,,,,float,[],b12523ab8f488d05349c10b49ba5c9eb,5b0c68adc8baac55bf1f9ce20d0eb656
949014,"Proportion of youth and adults who have verified the reliability of information found online, female (%), ICTSKILLVERIFREL.F",%,,2024-07-09 16:21:06,2024-07-09 16:21:06,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__female__pct__ictskillverifrel_f,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__female__pct__ictskillverifrel_f,,2,,,,,,,,,[],,,,,float,[],8da46555daf963a2e7377f3e7a7961ca,e5a6a9d48a81dca362f22395b754186b
949013,"Proportion of youth and adults who have verified the reliability of information found online, both sexes (%), ICTSKILLVERIFREL",%,,2024-07-09 16:21:06,2024-07-09 16:21:06,,,2017-2021,6611,,%,"{""unit"": ""%"", ""shortUnit"": ""%"", ""numDecimalPlaces"": 1}",0,,,proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__both_sexes__pct__ictskillverifrel,grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_youth_and_adults_who_have_verified_the_reliability_of_information_found_online__both_sexes__pct__ictskillverifrel,,2,,,,,,,,,[],,,,,float,[],d59f81bf22b6ac3fe2d807378bf60ec1,a4d62b44278ff02b1beb442bb721b9e0