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Read as Iceland · Millennium Development Goals(restated by AI)· 97 ms
Theoretical duration of early childhood educational development · World Bank
Datasets 200
- Theoretical duration of early childhood educational developmentWorld Bank · years · 107 countries · to 2020
- Official entrance age to early childhood educational developmentWorld Bank · years · 107 countries · to 2020
- Gross enrolment ratio, early childhood educational development programmes, femaleWorld Bank · percent · 194 countries · to 2020
- Gross enrolment ratio, early childhood educational development programmes, maleWorld Bank · percent · 194 countries · to 2020
- Enrolment in early childhood educational development programmes, femaleWorld Bank · count · 91 countries · to 2019
- Enrolment in early childhood educational development programmes, maleWorld Bank · count · 91 countries · to 2019
- Gross enrolment ratio, early childhood educational development programmes, both sexesWorld Bank · percent · 194 countries · to 2020
- Enrolment in early childhood educational development programmes, both sexesWorld Bank · count · 96 countries · to 2019
- Teachers in early childhood educational development programmes, femaleWorld Bank · count · 58 countries · to 2019
- Teachers in early childhood educational development programmes, maleWorld Bank · count · 60 countries · to 2019
- School age population, early childhood educational development programmes, femaleWorld Bank · count · 106 countries · to 2020
- School age population, early childhood educational development programmes, maleWorld Bank · count · 106 countries · to 2020
- School age population, early childhood educational development programmes, both sexesWorld Bank · count · 106 countries · to 2020
- Teachers in early childhood educational development programmes, both sexesWorld Bank · count · 58 countries · to 2019
- Percentage of total aid to education allocated to least developed countriesWorld Bank · percent · 39 countries · to 2018
- Percentage of enrolment in early childhood educational development programmes in private institutionsWorld Bank · percent · 80 countries · to 2019
- 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 · percent · 23 countries · to 2016
- 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 · percent · 23 countries · to 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 · percent · 23 countries · to 2016