Patterns of educational attainment vary greatly across countries, and across population groups within countries. In some countries, virtually all children complete basic education whereas in others large groups fall short. The primary purpose of this database, and the associated research program, is to document and analyze these differences using a compilation of a variety of household-based data sets: Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS); Living Standards Measurement Study Surveys (LSMS); as well as country-specific Integrated Household Surveys (IHS) such as Socio-Economic Surveys.As shown at the website associated with this database, there are dramatic differences in attainment by wealth. When households are ranked according to their wealth status (or more precisely, a proxy based on the assets owned by members of the household) there are striking differences in the attainment patterns of children from the richest 20 percent compared to the poorest 20 percent.In Mali in 2012 only 34 percent of 15 to 19 year olds in the poorest quintile have completed grade 1 whereas 80 percent of the richest quintile have done so. In many countries, for example Pakistan, Peru and Indonesia, almost all the children from the wealthiest households have completed at least one year of schooling. In some countries, like Mali and Pakistan, wealth gaps are evident from grade 1 on, in other countries, like Peru and Indonesia, wealth gaps emerge later in the school system.The EdAttain website allows a visual exploration of gaps in attainment and enrollment within and across countries, based on the international database which spans multiple years from over 120 countries and includes indicators disaggregated by wealth, gender and urban/rural location. The database underlying that site can be downloaded from here.

The number of pupils in secondary education worldwide increased almost constantly since 2000. While around 445 million children were enrolled in secondary school in 2000, the number reached about 641 million pupils in 2023. At the same time, the completion rate of lower secondary education also increased, reaching over 74 percent in 2023. Primary education Since the turn of the millennium, the number of pupils in primary education also increased significantly. About 655 million children were enrolled in primary education in 2000; a number which had grown to 771 million in 2023. However, a growing number of pupils complete primary education, reaching 88 percent in 2023. Out-of-school population Despite a growing number of students in primary and secondary schools, not all children are undertaking elementary education. 16 percent of girls were not in lower secondary schools in 2018, which was a slightly higher proportion than for boys. Furthermore, several pupils were hit by the COVID-19 pandemic which forced schools all around the world to close.

The average for 2022 based on 76 countries was 88.21 percent. The highest value was in Andorra: 100 percent and the lowest value was in San Marino: 34.16 percent. The indicator is available from 1998 to 2023. Below is a chart for all countries where data are available.

The average for 2022 based on 126 countries was 94.03 percent. The highest value was in Finland: 144.85 percent and the lowest value was in Burkina Faso: 33.72 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

Abstract

The SABER Service Delivery survey tool was developed in 2016 in the Global Engagement and Knowledge Unit of the Education Global Practice (GP) at the World Bank, as an initiative to uncover bottlenecks that inhibit student learning in low and middle income countries and to better understand the quality of education service delivery in a country as well as gaps in policy implementation. The SABER SD survey collects strategic information on school inputs and processes that influence learning outcomes. The data collected aims to uncover the extent to which policies translate into implementation and practice. As a global initiative, SABER SD provides data for the new global lead indicator on learning, which makes it easier to monitor the Sustainable Development Goal of achieving universal primary education.

SABER SD was created using knowledge and expertise from two major initiatives at the World Bank: SABER (Systems Approach for Better Education Results) and the SDI (Service Delivery Indicators) tools. The SABER program conducts research and knowledge from leading expertise in various themes of education. Using diagnostic tools and detailed policy information, the SABER program collects and analyzes comparative data and knowledge on education systems around the world and highlights the policies and institutions that matter most to promote learning for all children and youth. The SDI program is a large-scale survey of education and health facilities across Africa. The new SABER SD tool builds on and contributes to the growing SABER evidence base by capturing policy implementation measures identified as important in the frameworks of the core SABER domains of School Autonomy and Accountability, Student Assessment, Teachers, Finance, Education Management Information Systems, and Education Resilience.

The SABER SD instrument collects data at the school level and asks questions related to the roles of all levels of government (including local and regional). The tool provides comprehensive data on teacher effort and ability; principal leadership; school governance, management, and finances; community participation; and student performance in math and language and includes a classroom observation module.

Geographic coverage

The SABER SD survey in Lao PDR was nationally representative. Schools from all 18 provinces in Lao PDR were included in the sample.

Analysis unit

The unit of analysis varies for each of the modules. They are as follows: Module 1, the unit of analysis is the school. Module 2, the unit of analysis is the teacher. Module 3, the unit of analysis is the school/principal. Module 4, the unit of analysis is the classroom/school/teacher. Module 5, the unit of analysis is the student. Module 6, the unit of analysis is the teacher.

For modules where the unit of analysis is not the school (i.e., teachers and/or students), it is possible to create an average for the school based on groupings by the unique identifier – the school code.

Universe

The target was to have a nationally representative sample. All primary schools in Lao PDR were included in the original sample. The final pool of primary schools from which the sample was drawn included those with a grade 4 population of students.

Kind of data

Sample survey data [ssd]

Sampling procedure

The SABER Service Delivery survey was implemented in primary schools across Lao PDR, with detailed information being collected from Grade 4. According to official records from the Ministry of Education and Sports (MOES) education management information system for the school year 2015-2016, 8,864 primary schools exist across the country. The sample was created using probability proportional to size (PPS) according to the size of students enrolled in Grade 4. The target population of the survey was Grade 4 students, so all schools with at least one student enrolled in Grade 4 were considered in the sample.

Schools were stratified for sampling along four dimensions to ensure representation. For each of these, stratification was done on a discrete variable. The four sampling strata used for this survey with a target sample size of 200 schools across Lao PDR are the following: Urban/Rural, Public/Private, Single grade/Multi-grade, Priority/Non-Priority.

Multiple sampling scenarios were created according to the number of schools within a stratum. The final sample option was selected based on the standard errors of the sample as a whole and the errors within a subgroup. Please see the sampling appendix in the final report for more information (Appendix A).

Mode of data collection

Computer Assisted Personal Interview [capi]

Cleaning operations

After a first round of cleaning and editing carried out by IRL, the raw data was sent to the World Bank team by the survey firm. The World Bank team ran data checks on the raw data files, with comments and questions sent back to the survey firm on inconsistencies and/or missing data. The survey firm then responded to the questions, if any data are missing, the field team collects the data again or corrects the incorrect information. This happened in a few cases where the principals of the schools were contacted again to confirm and verify certain answers from the school.

Once the data was finalized, the weights were attached back to the dataset. The weighting procedure was done by the Development Economics Vice Presidency (DEC) team at the World Bank. Finally, with weights attached, the final datasets for each module (1 through 6) were produced.

For this data, many modules were also merged together to run analysis across different school components. There is one final data file which has merged modules 1, 2, 3, 5, and 6.

Response rate

100% response rate from all 200 schools in sample. No reserve schools were activated.

Secondary education, pupils in World was reported at 641180928 in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. World - Secondary education, pupils - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

US: School Enrollment: Preprimary: Female: % Gross data was reported at 68.891 % in 2015. This records a decrease from the previous number of 70.205 % for 2014. US: School Enrollment: Preprimary: Female: % Gross data is updated yearly, averaging 63.943 % from Dec 1981 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.447 % in 1996 and a record low of 51.131 % in 1981. US: School Enrollment: Preprimary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Finland had the highest quality of primary education in the world in 2017, with an index score of ***. The index runs on a scale of one (low quality) to seven (very good). Switzerland, Singapore, the Netherlands, and Estonia rounded out the top five for countries with the highest quality of primary education. A solid foundation Primary school age children are generally between the ages of six and eleven years old. Primary school is the first stage of formal education and consists of general knowledge and fundamental skills in areas like mathematics, reading, writing, and science, with student enrollment rates being particularly high in advanced economies. This helps young students to form a solid base for further study as they get older. Primary education in the United States Primary schools in the United States, where they are called elementary schools, can be either private or public institutions, with enrollment in public schools generally higher than in private schools. Education from the age of five is mandatory in the U.S., whether that be through the state-funded public school system, private schooling, or through an approved home school program. Depending on state law, students can leave school between the ages of 16 and 18.

Percentage of students in tertiary education who are female (%) in World was reported at 51.64 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. World - Percentage of students in tertiary education who are female - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Enrolment in secondary education, female (number) in World was reported at 288917503 Persons in 2019, according to the World Bank collection of development indicators, compiled from officially recognized sources. World - Enrolment in secondary education, female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

TD: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data was reported at 48.493 % in 2016. TD: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data is updated yearly, averaging 48.493 % from Dec 2016 (Median) to 2016, with 1 observations. TD: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chad – Table TD.World Bank.WDI: Education Statistics. Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.; ; UNESCO Institute for Statistics (http://uis.unesco.org/); Weighted average;

According to the Global Gender Gap Report 2020, 88 percent of females worldwide had primary education, compared to 91 percent of males. By comparison, more females than males had attained tertiary education. The Global Gender Index benchmarks national gender gaps on economic, political, education, and health-based criteria. In 2020, the leading country was Iceland with a score of 0.87.

Percentage of teachers in upper secondary education who are female (%) in World was reported at 50.68 % in 2019, according to the World Bank collection of development indicators, compiled from officially recognized sources. World - Percentage of teachers in upper secondary education who are female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

The average for 2021 based on 165 countries was 72.61 index points. The highest value was in Luxembourg: 422.59 index points and the lowest value was in Turkey: 10.85 index points. The indicator is available from 2017 to 2021. Below is a chart for all countries where data are available.

AG: Over-Age Students: Primary: % of Enrollment data was reported at 3.576 % in 2018. This records a decrease from the previous number of 4.132 % for 2017. AG: Over-Age Students: Primary: % of Enrollment data is updated yearly, averaging 9.625 % from Dec 2007 (Median) to 2018, with 10 observations. The data reached an all-time high of 12.671 % in 2010 and a record low of 3.576 % in 2018. AG: Over-Age Students: Primary: % of Enrollment data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Antigua and Barbuda – Table AG.World Bank.WDI: Social: Education Statistics. Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.;UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.;;

AO: Trained Teachers in Preprimary Education: % of Total Teachers data was reported at 65.187 % in 2022. This records a decrease from the previous number of 83.799 % for 2021. AO: Trained Teachers in Preprimary Education: % of Total Teachers data is updated yearly, averaging 55.167 % from Dec 2010 (Median) to 2022, with 4 observations. The data reached an all-time high of 83.799 % in 2021 and a record low of 44.014 % in 2011. AO: Trained Teachers in Preprimary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Angola – Table AO.World Bank.WDI: Social: Education Statistics. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

SY: Primary Education: Pupils data was reported at 1,547,316.000 Person in 2013. This records a decrease from the previous number of 2,552,874.000 Person for 2012. SY: Primary Education: Pupils data is updated yearly, averaging 2,252,145.000 Person from Dec 1971 (Median) to 2013, with 43 observations. The data reached an all-time high of 2,904,569.000 Person in 2002 and a record low of 924,969.000 Person in 1971. SY: Primary Education: Pupils data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Syrian Arab Republic – Table SY.World Bank.WDI: Education Statistics. Primary education pupils is the total number of pupils enrolled at primary level in public and private schools.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

TG: Trained Teachers in Preprimary Education: Male: % of Male Teachers data was reported at 64.865 % in 2015. This records an increase from the previous number of 62.015 % for 2012. TG: Trained Teachers in Preprimary Education: Male: % of Male Teachers data is updated yearly, averaging 38.291 % from Dec 2000 (Median) to 2015, with 8 observations. The data reached an all-time high of 64.865 % in 2015 and a record low of 13.333 % in 2000. TG: Trained Teachers in Preprimary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Togo – Table TG.World Bank: Education Statistics. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.; ; UNESCO Institute for Statistics; Weighted Average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

BM: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data was reported at 100.000 % in 2016. This stayed constant from the previous number of 100.000 % for 2014. BM: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data is updated yearly, averaging 100.000 % from Dec 2001 (Median) to 2016, with 10 observations. The data reached an all-time high of 100.000 % in 2016 and a record low of 100.000 % in 2016. BM: Trained Teachers in Upper Secondary Education: Female: % of Female Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Bermuda – Table BM.World Bank.WDI: Social: Education Statistics. Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;