Search
Read as Denmark · millenium development goals · all of Denmark
Denmark
- 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
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, femaleWorld Bank · 2016–201633percent · 2016
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, both sexesWorld Bank · 2016–201629percent · 2016
Datasets 21
- Theoretical duration of early childhood educational developmentWorld Bank · EducationNumber of grades (years) in early childhood educational development.
- 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.
- 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.
- 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/
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, femaleWorld 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/
- Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, both sexesWorld 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/
- Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, maleWorld Bank · EducationNumber of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, femaleWorld Bank · EducationNumber of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/
- Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, both sexesWorld Bank · EducationNumber of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/