Search
Read as Ireland · poverty · all of Ireland
Ireland
- Poverty headcount ratio at societal poverty lineWorld Bank · 1987–20238.60percent · 2023
- Multidimensional poverty headcount ratio (World Bank) (% of population)World Bank · 2008–20200.50percent · 2020
- Proportion of population facing impoverishing out-of-pocket health expenditure, based on the societal poverty lineWorld Bank · 1999–20096.15percent · 2009
- Proportion of population further impoverished due to out-of-pocket health expenditure, based on the societal poverty lineWorld Bank · 1999–20095.66percent · 2009
- Proportion of population pushed into poverty (based on the societal poverty line) due to out-of-pocket health expenditureWorld Bank · 1999–20090.49percent · 2009
- Learning poverty: Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School ChildrenWorld Bank · 2011–20212.33percent · 2021
- Primary school age children out-of-schoolWorld Bank · 2011–20210.12percent · 2021
- Male primary school age children out-of-schoolWorld Bank · 2011–20210.12percent · 2021
- Female primary school age children out-of-schoolWorld Bank · 2011–20210.12percent · 2021
Datasets 10
- Poverty headcount ratio at societal poverty lineWorld Bank · OtherThe poverty headcount ratio at societal poverty line is the percentage of a population living in poverty according to the World Bank's Societal Poverty Line. The Societal Poverty Line is expressed in purchasing power adjusted 2021 U.S. dollars and defined as max($3.00, $1.30 + 0.5*Median). This means that when the national median is sufficiently low, the Societal Poverty line is equivalent to the extreme poverty line, $3.00. For countries with a sufficiently high national median, the Societal Poverty Line grows as countries’ median income grows.
- Multidimensional poverty headcount ratio (World Bank) (% of population)World Bank · OtherThe multidimensional poverty headcount ratio (World Bank) is the percentage of a population living in poverty according to the World Bank's Multidimensional Poverty Measure. The Multidimensional Poverty Measure includes three dimensions – monetary poverty, education, and basic infrastructure services – to capture a more complete picture of poverty. Reported as: World Bank.
- Multidimensional poverty headcount ratio (UNDP & OPHI) (% of population)World Bank · OtherThe multidimensional poverty headcount ratio (UNDP & OPHI) is the percentage of a population living in poverty according to the multidimensional poverty index of the UNDP and OPHI. The index includes three dimensions -- health, education, and living standards. Reported as: UNDP & OPHI.
- Proportion of population facing impoverishing out-of-pocket health expenditure, based on the societal poverty lineWorld Bank · OtherProportion of population spending more than 100% of household discretionary budget on out-of-pocket health expenditure (%). This includes people living in poverty that are further impoverished due to out-of-pocket health expenditure as well as people who are pushed into poverty by out-of-pocket health expenditure. The discretionary budget is defined as the total household budget, measured by consumption expenditure or income, minus the societal poverty line (SPL ). Using 2017 purchasing power parities (PPPs), the SPL corresponds to whichever is greater: $2.15 (the international poverty line) or $1.15 + 50% of median household consumption expenditure or income, excluding out-of-pocket household expenditure on health. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).
- Proportion of population further impoverished due to out-of-pocket health expenditure, based on the societal poverty lineWorld Bank · OtherProportion of population living in households already in societal poverty (household total budget lies below the societal poverty line) that incur any out-of-pocket health expenditure. The household discretionary budget is defined as the total household budget, measured by consumption expenditure or income, minus the societal poverty line (SPL). Using 2017 purchasing power parities (PPPs), the SPL corresponds to whichever is greater: $2.15 (the international poverty line) or $1.15 + 50% of median household consumption expenditure or income, excluding out-of-pocket household expenditure on health. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).
- Proportion of population pushed into poverty (based on the societal poverty line) due to out-of-pocket health expenditureWorld Bank · OtherProportion of population living in households with positive discretionary budgets that spend all their discretionary budget on out-of-pocket health expenditure. The household discretionary budget is defined as the total household budget, measured by consumption expenditure or income, minus the societal poverty line (SPL). Using 2017 purchasing power parities (PPPs), the SPL corresponds to whichever is greater: $2.15 (the international poverty line) or $1.15 + 50% of median household consumption expenditure or income, excluding out-of-pocket household expenditure on health. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).
- Learning poverty: Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School ChildrenWorld Bank · OtherThe share of 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]
- Primary school age children out-of-schoolWorld Bank · OtherThe share of children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.
- Male primary school age children out-of-schoolWorld Bank · OtherThe share of male children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.
- Female primary school age children out-of-schoolWorld Bank · OtherThe share of female children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.