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- CPIA business regulatory environment ratingWorld Bank · 2005–20253.50ordinal scale · 2025
- Trade in environmental goods as share of total exportsWorld Bank · 2017–20190.00percent · 2019
- Trade in environmental goods as share of total importsWorld Bank · 2017–20190.10percent · 2019
- CPIA policy and institutions for environmental sustainability ratingWorld Bank · 2005–20253.50ordinal scale · 2025
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, maleWorld Bank · 2006–200691.10percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, ruralWorld Bank · 2006–200689.70percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, urbanWorld Bank · 2006–200692.70percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, femaleWorld Bank · 2006–200690percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, both sexesWorld Bank · 2006–200690.60percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, poorest quintileWorld Bank · 2006–200683.40percent · 2006
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, richest quintileWorld Bank · 2006–200695.10percent · 2006
- Coal rentsWorld Bank · 1990–20210.05percent · 2021
- Forest rentsWorld Bank · 1990–20210.00percent · 2021
- Tree Cover LossWorld Bank · 2001–202510hectares · 2025
Datasets 30
- CPIA business regulatory environment ratingWorld Bank · Public SectorThe CPIA measures the extent to which a country’s policy and institutional framework supports sustainable growth and poverty reduction, and consequently the effective use of development assistance. The outcome of the exercise yields both an overall score and scores for sixteen criteria that compose the CPIA. These criteria include: A. Economic Management (1. Monetary and Exchange Rate Policies; 2. Fiscal Policy; 3. Debt Policy and Management), B. Structural Policies (4. Trade; 5. Financial Sector; 6. Business Regulatory Environment), C. Policies for Social Inclusion/Equity (7. Gender equality; 8. Equity of public resource use; 9. Building human resources; 10. Social protection and labor; 11. Policies and institutions for environmental sustainability), D. Public Sector Management and Institutions (12. Property rights and rule-based governance; 13. Quality of budgetary and financial management; 14. Efficiency of revenue mobilization; 15. Quality of public administration; 16. Transparency, accountability, and corruption in the public sector). This Business Regulatory Environment criterion assesses the extent to which the legal, regulatory, and policy environment helps or hinders private business in investing, creating jobs, and becoming more productive. The emphasis is on direct regulations of business activity and regulation of goods and factor markets. Three sub-components are measured: (a) regulations affecting entry, exit, and competition; (b) regulations of ongoing business operations; and (c) regulations of factor markets (labor and land).
- Total environmental tax revenueWorld Bank · ClimateTotal environmental tax revenue
- Trade in environmental goods as share of total exportsWorld Bank · ClimateEnvironmental goods include both goods connected to environmental protection—such as goods related to pollution management and resource management—and adapted goods—which are goods that have been specifically modified to be more “environmentally friendly” or “cleaner.” A relatively high share of environmental goods imports indicates that a country purchases a significant share of environmental goods from other countries. A relatively high share of environmental goods exports indicates that a country produces and sells a significant share of environmental goods to other countries. A country’s environmental goods trade balance is the difference between its exports and imports of environmental goods.
- Trade in environmental goods as share of total importsWorld Bank · ClimateEnvironmental goods include both goods connected to environmental protection—such as goods related to pollution management and resource management—and adapted goods—which are goods that have been specifically modified to be more “environmentally friendly” or “cleaner.” A relatively high share of environmental goods imports indicates that a country purchases a significant share of environmental goods from other countries. A relatively high share of environmental goods exports indicates that a country produces and sells a significant share of environmental goods to other countries. A country’s environmental goods trade balance is the difference between its exports and imports of environmental goods.
- CPIA policy and institutions for environmental sustainability ratingWorld Bank · Public SectorThe Country Policy and Institutional Assessment (CPIA) measures the extent to which a country’s policy and institutional framework supports sustainable growth and poverty reduction, and consequently the effective use of development assistance. The outcome of the exercise yields both an overall score and scores for sixteen criteria that compose the CPIA. These criteria include: A. Economic Management (1. Monetary and Exchange Rate Policies; 2. Fiscal Policy; 3. Debt Policy and Management), B. Structural Policies (4. Trade; 5. Financial Sector; 6. Business Regulatory Environment), C. Policies for Social Inclusion/Equity (7. Gender equality; 8. Equity of public resource use; 9. Building human resources; 10. Social protection and labor; 11. Policies and institutions for environmental sustainability), D. Public Sector Management and Institutions (12. Property rights and rule-based governance; 13. Quality of budgetary and financial management; 14. Efficiency of revenue mobilization; 15. Quality of public administration; 16. Transparency, accountability, and corruption in the public sector). This criterion assesses the extent to which environmental policies and institutions foster the protection and sustainable use of natural resources and the management of pollution.
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, maleWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, ruralWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, urbanWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, femaleWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, both sexesWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, poorest quintileWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of children under 5 years experiencing positive and stimulating home learning environments, richest quintileWorld Bank · EducationPercentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, maleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, femaleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, both sexesWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, maleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, femaleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, both sexesWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, maleWorld Bank · EducationPercentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as “I like to conduct science experiments”, “I learn many interesting things in science”, or “I like science”, and express disagreement to expressions such as “Science is boring” or “I wish I did not have to study science.” The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, maleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, femaleWorld Bank · EducationPercentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as “I like to conduct science experiments”, “I learn many interesting things in science”, or “I like science”, and express disagreement to expressions such as “Science is boring” or “I wish I did not have to study science.” The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, femaleWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, both sexesWorld Bank · EducationPercentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as “I like to conduct science experiments”, “I learn many interesting things in science”, or “I like science”, and express disagreement to expressions such as “Science is boring” or “I wish I did not have to study science.” The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, both sexesWorld Bank · EducationPercentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Coal rentsWorld Bank · EnvironmentCoal rents are the difference between the value of both hard and soft coal production at world prices and their total costs of production.
- Forest rentsWorld Bank · EnvironmentForest rents are roundwood harvest times the product of regional prices and a regional rental rate.
- Human capitalWorld Bank · EnvironmentHuman capital
- Foreign assetsWorld Bank · EnvironmentForeign assets
- Tree Cover LossWorld Bank · EnvironmentShows year-by-year tree cover loss, defined as stand level replacement of vegetation greater than 5 meters, within the selected area. The tree cover loss data set is a collaboration of the University of Maryland, Google, USGS, and NASA, and uses Landsat satellite images to map annual tree cover loss at a 30 × 30 meter resolution. Note that “tree cover loss” is not the same as “deforestation” – tree cover loss includes change in both natural and planted forest, and does not need to be human caused. The data from 2011 onward were produced with an updated methodology that may capture additional loss. Comparisons between the original 2001-2010 data and future years should be performed with caution.
- Foreign liabilitiesWorld Bank · EnvironmentForeign liabilities