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- Net ODA provided, total (% of GNI)World Bank · 1960–20170.74percent · 2017
- Net ODA provided, total (current US$)World Bank · 1960–20243.03Bcurrent USD · 2024
- Net ODA provided, total (constant 2023 US$)World Bank · 1960–20242.98Bconstant 2023 USD · 2024
- Net ODA provided to the least developed countriesWorld Bank · 1960–20230.11percent · 2023
- Net ODA provided, to the least developed countriesWorld Bank · 1960–2023448.95Mcurrent USD · 2023
- Development finance disbursed by governments (IATI)IATI · 2012–2022363,682current USD · 2022
- Research and development expenditureWorld Bank · 1996–20233.05percent · 2023
- Gender Development Index (GDI) Time Consistent (IMF)International Monetary Fund · 1990–20130.98index (no stated base) · 2013
- Theoretical duration of early childhood educational developmentWorld Bank · 2013–20203years · 2020
- Official entrance age to early childhood educational developmentWorld Bank · 2013–20200years · 2020
- Teachers in early childhood educational development programmes, maleWorld Bank · 2018–20184245count · 2018
- Enrolment in early childhood educational development programmes, maleWorld Bank · 2013–201853,954count · 2018
- Teachers in early childhood educational development programmes, femaleWorld Bank · 2018–201833,934count · 2018
- Enrolment in early childhood educational development programmes, femaleWorld Bank · 2013–201850,448count · 2018
- Teachers in early childhood educational development programmes, both sexesWorld Bank · 2018–201838,179count · 2018
- Enrolment in early childhood educational development programmes, both sexesWorld Bank · 2013–2018104,402count · 2018
- Gross enrolment ratio, early childhood educational development programmes, maleWorld Bank · 2000–201862.58percent · 2018
- School age population, early childhood educational development programmes, maleWorld Bank · 2013–202096,170count · 2020
- Gross enrolment ratio, early childhood educational development programmes, femaleWorld Bank · 2000–201861.10percent · 2018
- School age population, early childhood educational development programmes, femaleWorld Bank · 2013–202091,151count · 2020
- Gross enrolment ratio, early childhood educational development programmes, both sexesWorld Bank · 2000–201861.86percent · 2018
- School age population, early childhood educational development programmes, both sexesWorld Bank · 2013–2020187,321count · 2020
- Percentage of enrolment in early childhood educational development programmes in private institutionsWorld Bank · 2013–201814.45percent · 2018
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, maleWorld Bank · 2016–201626percent · 2016
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- Net ODA provided, total (% of GNI)World Bank · Millenium development goalsNet Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. It is shown as a share of donors' GNI.
- Net ODA provided, total (current US$)World Bank · Millenium development goalsNet Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms.
- Net ODA provided, total (constant 2023 US$)World Bank · Millenium development goalsNet Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. Data are in constant 2023 U.S. dollars.
- Net ODA provided to the least developed countriesWorld Bank · Millenium development goalsNet Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Series is shown as a share of donors' GNI.
- Net ODA provided, to the least developed countriesWorld Bank · Millenium development goalsNet Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council.
- Development finance disbursed by foundations (IATI)IATI · AidDisbursements to the country by philanthropic foundations. This is all development finance foundations report, grants and loans, concessional or not. It is not official development assistance (ODA): market-rate lending counts here and not there, so for middle-income borrowers it can be several times their ODA (Indonesia 2023: 5.8 times). The OECD's ODA series is the one to compare aid with. Summed by Interva from the disbursement transactions foundations published to IATI, converted to US dollars at the World Bank's annual average exchange rate. Only spending assigned to a single country is included; regional spending is not. NGO and private-sector disbursements are excluded because most re-spend funds a funder already reported. Recent years fill in as publishers report.
- Development finance disbursed by governments (IATI)IATI · AidDisbursements to the country by governments and public bodies. This is all development finance governments and public bodies report, grants and loans, concessional or not. It is not official development assistance (ODA): market-rate lending counts here and not there, so for middle-income borrowers it can be several times their ODA (Indonesia 2023: 5.8 times). The OECD's ODA series is the one to compare aid with. Summed by Interva from the disbursement transactions governments and public bodies published to IATI, converted to US dollars at the World Bank's annual average exchange rate. Only spending assigned to a single country is included; regional spending is not. NGO and private-sector disbursements are excluded because most re-spend funds a funder already reported. Recent years fill in as publishers report.
- Development finance disbursed by multilateral organisations (IATI)IATI · AidDisbursements to the country by multilateral organisations. This is all development finance multilateral organisations report, grants and loans, concessional or not. It is not official development assistance (ODA): market-rate lending counts here and not there, so for middle-income borrowers it can be several times their ODA (Indonesia 2023: 5.8 times). The OECD's ODA series is the one to compare aid with. Summed by Interva from the disbursement transactions multilateral organisations published to IATI, converted to US dollars at the World Bank's annual average exchange rate. Only spending assigned to a single country is included; regional spending is not. NGO and private-sector disbursements are excluded because most re-spend funds a funder already reported. Recent years fill in as publishers report.
- Research and development expenditureWorld Bank · ScienceGross domestic expenditures on research and development (R&D), expressed as a percent of GDP. They include both capital and current expenditures in the four main sectors: Business enterprise, Government, Higher education and Private non-profit. R&D covers basic research, applied research, and experimental development.
- Gender Development Index (GDI) Time Consistent (IMF)International Monetary Fund · EconomyThe GDI generally ranges from 0-1, with higher numbers signifying more equality <b>Note</b>: Line charts below indicate average index value in each group
- Net official development assistance received (current US$)World Bank · AidNet official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.
- Theoretical duration of early childhood educational developmentWorld Bank · EducationNumber of grades (years) in early childhood educational development.
- Net official development assistance received (constant 2023 US$)World Bank · AidNet official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in constant 2023 U.S. dollars.
- Official entrance age to early childhood educational developmentWorld Bank · EducationAge at which students would enter early childhood educational development. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/
- Teachers in early childhood educational development programmes, maleWorld Bank · EducationTotal number of male teachers in public and private early childhood educational development programmes. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Enrolment in early childhood educational development programmes, maleWorld Bank · EducationTotal number of males enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.
- Teachers in early childhood educational development programmes, femaleWorld Bank · EducationTotal number of female teachers in public and private early childhood educational development programmes. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Enrolment in early childhood educational development programmes, femaleWorld Bank · EducationTotal number of females enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.
- Teachers in early childhood educational development programmes, both sexesWorld Bank · EducationTotal number of teachers in public and private early childhood educational development programmes. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Enrolment in early childhood educational development programmes, both sexesWorld Bank · EducationTotal number of children enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.
- Net official development assistance and official aid received (current US$)World Bank · AidNet official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.
- Gross enrolment ratio, early childhood educational development programmes, maleWorld Bank · EducationTotal male enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total male population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.
- School age population, early childhood educational development programmes, maleWorld Bank · EducationMale population of the age-group theoretically corresponding to early childhood educational development education as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Gross enrolment ratio, early childhood educational development programmes, femaleWorld Bank · EducationTotal female enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total female population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.
- Net official development assistance and official aid received (constant 2023 US$)World Bank · AidNet official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2023 U.S. dollars.
- School age population, early childhood educational development programmes, femaleWorld Bank · EducationFemale population of the age-group theoretically corresponding to early childhood educational development education as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Gross enrolment ratio, early childhood educational development programmes, both sexesWorld Bank · EducationTotal enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.
- School age population, early childhood educational development programmes, both sexesWorld Bank · EducationPopulation of the age-group theoretically corresponding to early childhood educational development as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Percentage of enrolment in early childhood educational development programmes in private institutionsWorld Bank · EducationTotal number of students in early childhood educational development programmes enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in early childhood educational development programmes. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, maleWorld Bank · EducationPercentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/