Dataset Overview 📝

The dataset includes the following key indicators, collected for over 200 countries:

• Government Expenditure on Education (% of GDP): Shows the percentage of a country’s GDP allocated to education.
• Literacy Rate (Adult Total): Represents the percentage of the population aged 15 and above who can read and write.
• Primary Completion Rate: The percentage of children who complete their primary education within the official age group.
• Pupil-Teacher Ratio (Primary and Secondary Education): Indicates the average number of students per teacher at the primary and secondary levels.
• School Enrollment Rates (Primary, Secondary, Tertiary): Reflects the percentage of the relevant age group enrolled in schools across different education levels.

Data Source 🌐

World Bank: This dataset is compiled from the World Bank's educational database, providing reliable, updated statistics on educational progress worldwide.

Potential Use Cases 🔍 This dataset is ideal for anyone interested in:

Educational Research: Understanding how education spending and policies impact literacy, enrollment, and overall educational outcomes. Predictive Modeling: Building models to predict educational success factors, such as completion rates and literacy. Global Education Analysis: Analyzing trends in global education systems and how different countries allocate resources to education. Policy Development: Helping governments and organizations make data-driven decisions regarding educational reforms and funding.

Key Questions You Can Explore 🤔

How does government expenditure on education correlate with literacy rates and school enrollment across different regions? What are the trends in pupil-teacher ratios over time, and how do they affect educational outcomes? How do education indicators differ between low-income and high-income countries? Can we predict which countries will achieve universal primary education based on current trends?

Important Notes ⚠️ - Missing Data: Some values may be missing for certain years or countries. Consider using techniques like forward filling or interpolation when working with time series models. - Data Limitations: This dataset provides global averages and may not capture regional disparities within countries.

As of 2024, Angola was the country worldwide where the lowest share of the population had a higher education of a bachelor's degree or higher. A high number of the countries on the list were located in Sub-Saharan Africa. On the other hand, Montenegro was the country where the highest share of the population had completed a bachelor's degree or more.

The "World Literacy Rate by Country" dataset provides a detailed snapshot of literacy rates across different countries in the world. This dataset is organized into several key columns:

S.No: This column lists the serial number for each country, helping to keep the data organized and easy to reference. Country: This column names the countries included in the dataset, allowing for a clear understanding of which nation each literacy rate pertains to. Literacy rate in percentage: This column shows the literacy rate of each country, expressed as a percentage. This figure represents the proportion of the population that can read and write. Year: This column indicates the year in which the literacy rate was recorded, providing a temporal context for the data. By examining this dataset, you can gain insights into the educational progress and challenges faced by different countries in the world.

As of 2022, 70 percent of the South Korean population between 25 and 34 had attained a tertiary education, making it the OECD country with the highest proportion of tertiary education graduates. Canada followed with more than two-thirds, while in Japan, the share was around 66 percent. By comparison, roughly 13 percent of South Africans between 25 and 34 had a tertiary education in 2022.

Among the OECD countries, Canada had the highest proportion of adults with a tertiary education in 2022. About 63 percent of Canadians had achieved a tertiary education in that year. Japan followed with about 56 percent of the population having completed a tertiary education, while in Ireland the share was roughly 54 percent. In India, on the other hand, less than 13 percent of the adult population had completed a tertiary education in 2022.

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.

Global Tertiary Education Level Attainment by Country, 2023 Discover more data with ReportLinker!

Description:

This dataset presents the tertiary education rates of the top ten most educated countries in the world. These countries have been ranked based on their tertiary education rates, showcasing their commitment to fostering educated populations and their global prominence in various fields. The dataset highlights the percentage of the population with completed tertiary education for each of these leading nations. With South Korea leading the pack at 69.29%, followed by Canada, Japan, Luxembourg, Ireland, Russia, Lithuania, the United Kingdom, the Netherlands, and Norway, this dataset provides valuable insights into global education trends and the impact of education on socioeconomic development.

Columns:

Country: Name of the country Tertiary_Education_Rate: Percentage of the population with completed tertiary education Potential Applications:

• Comparative analysis of tertiary education rates among the top educated countries
• Understanding the correlation between education levels and socioeconomic indicators
• Identifying factors contributing to high educational attainment in leading nations
• Benchmarking educational policies and initiatives against top-performing countries

Global Adult Population at Tertiary Education Level by Country, 2023 Discover more data with ReportLinker!

The average for 2022 based on 124 countries was 92.43 percent. The highest value was in Gibraltar: 130.58 percent and the lowest value was in Niger: 52.99 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

Global Tertiary Education Level Employment Rate by Country, 2023 Discover more data with ReportLinker!

Context

Data containing education attainment level, also grouped by age group, sex and geography in Europe. Source is https://ec.europa.eu/eurostat/data/database (official European Data Source). Data is downloaded from the source, documented and uploaded to Kaggle.

Content

Original data

The original data is provided in TSV (tab delimited) format.

Data is grouped by sex, age group and geography. Education attainment is given by International Standard Classification of Education (ISCED11).

ISCED11 education levels are the following: X - No schooling
0 - Early childhood education
1 - Primary education
2 - Lower secondary education
3 - Upper secondary education
4 - Post-secondary non-tertiary education
5 - Short-cycle tertiary education
6 - Bachelor’s or equivalent level
7 - Master’s or equivalent level
8 - Doctoral or equivalent level
9 - Not elsewhere classified

Transformed data

For easiness of use, the original data was transformed using Starter Kernel: Population Education Levels in Europe in a csv format; if you want to replicate this process, you are welcome to fork this Kernel and implement your own data analysis.

How to

The data has the temporal information given as columns (per year). In order to further use this data, it would be more easy to pivot first these columns to get instead date/value pairs. This pivot operation can be done using melt from pandas is done in the starter kernel: * Starter Kernel: Population Education Levels in Europe; we convert the year to an integer. Just run this Kernel to put the data in csv format, with yearly data pivoted.

Acknowledgements

All merit for data collection, curation, and initial publishing goes to Eurostat.

Inspiration

You can use this data for various demographic, economic, public health, social aspects, combining with alternative data from Kaggle and other sources.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population.

The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education.

The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS).

Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:

• correction of the main breaks in the LFS series,
• estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s).

Details on the adjustments are available in CIRCABC.

The adjustments are applied in the following online tables:

• Population by educational attainment level (edat1)

- Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03)
- Population by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04)

(Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).

• Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tables
• Early leavers from education and training (edatt1) – all tables
• Labour status of young people by years since completion of highest level of education (edatt2) – all tables

LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0)' also presents one table with quarterly NEET data (lfsi_neet_q). Deviating from the NEET indicator calculation as provided in 3.4, the denominator in this table with quarterly data is the total population of the same age group and sex which explains differences in results. For further information, see the ESMS on 'LFS main indicators'.

This dataset delves into the relationships between key indicators—Gross Domestic Product (GDP), Physician Density, and Literacy Rates. Understand how economic strength, healthcare access, and education intersect on a global scale.

Columns:

**Country: ** Names of the countries in focus.

GDP (Gross Domestic Product): - Shows a country's economic output. - Indicates overall economic health and productivity. - Presented in a standardized currency or index.

Physician Density: - Reveals the number of doctors per population. - Highlights a country's healthcare accessibility. - Gives insights into medical intervention capacity.

Literacy Rate: - Reflects the percentage of the population that can read and write. - Shows educational attainment and societal development. - Influences workforce productivity and social progress.

This dataset is a user-friendly resource for anyone curious about the connections between economic, healthcare, and educational factors across different countries. Ideal for researchers, policymakers, and enthusiasts looking to grasp the global dynamics of development.

This meticulously curated dataset offers a panoramic view of education on a global scale , delivering profound insights into the dynamic landscape of education across diverse countries and regions. Spanning a rich tapestry of educational aspects, it encapsulates crucial metrics including out-of-school rates, completion rates, proficiency levels, literacy rates, birth rates, and primary and tertiary education enrollment statistics. A treasure trove of knowledge, this dataset is an indispensable asset for discerning researchers, dedicated educators, and forward-thinking policymakers, enabling them to embark on a transformative journey of assessing, enhancing, and reshaping education systems worldwide.

Key Features: - Countries and Areas: Name of the countries and areas. - Latitude: Latitude coordinates of the geographical location. - Longitude: Longitude coordinates of the geographical location. - OOSR_Pre0Primary_Age_Male: Out-of-school rate for pre-primary age males. - OOSR_Pre0Primary_Age_Female: Out-of-school rate for pre-primary age females. - OOSR_Primary_Age_Male: Out-of-school rate for primary age males. - OOSR_Primary_Age_Female: Out-of-school rate for primary age females. - OOSR_Lower_Secondary_Age_Male: Out-of-school rate for lower secondary age males. - OOSR_Lower_Secondary_Age_Female: Out-of-school rate for lower secondary age females. - OOSR_Upper_Secondary_Age_Male: Out-of-school rate for upper secondary age males. - OOSR_Upper_Secondary_Age_Female: Out-of-school rate for upper secondary age females. - Completion_Rate_Primary_Male: Completion rate for primary education among males. - Completion_Rate_Primary_Female: Completion rate for primary education among females. - Completion_Rate_Lower_Secondary_Male: Completion rate for lower secondary education among males. - Completion_Rate_Lower_Secondary_Female: Completion rate for lower secondary education among females. - Completion_Rate_Upper_Secondary_Male: Completion rate for upper secondary education among males. - Completion_Rate_Upper_Secondary_Female: Completion rate for upper secondary education among females. - Grade_2_3_Proficiency_Reading: Proficiency in reading for grade 2-3 students. - Grade_2_3_Proficiency_Math: Proficiency in math for grade 2-3 students. - Primary_End_Proficiency_Reading: Proficiency in reading at the end of primary education. - Primary_End_Proficiency_Math: Proficiency in math at the end of primary education. - Lower_Secondary_End_Proficiency_Reading: Proficiency in reading at the end of lower secondary education. - Lower_Secondary_End_Proficiency_Math: Proficiency in math at the end of lower secondary education. - Youth_15_24_Literacy_Rate_Male: Literacy rate among male youths aged 15-24. - Youth_15_24_Literacy_Rate_Female: Literacy rate among female youths aged 15-24. - Birth_Rate: Birth rate in the respective countries/areas. - Gross_Primary_Education_Enrollment: Gross enrollment in primary education. - Gross_Tertiary_Education_Enrollment: Gross enrollment in tertiary education. - Unemployment_Rate: Unemployment rate in the respective countries/areas.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

• The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
• The Organisation for Economic Co-operation and Development (OECD) and,
• The Statistical Office of the European Union (EUROSTAT).

The following topics are covered:

• Pupils and students – Enrolments and Entrants,
• Learning mobility,
• Education personnel,
• Education finance,
• Graduates,
• Language learning.

Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Age or age group,
• NUTS1 and NUTS2 regions,
• Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
• Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
• Programme orientation (general/academic or vocational/professional),
• Type of vocational programme (school-based only or combined school and work-based),
• Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
• Field of education (ISCED-F13).

Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

• Participation rates by age or by age groups as % of corresponding age population.
• Participation rates by age as % of total population.
• Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
• Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
• Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
  • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
  • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
  • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
  • Students in education aged 30 and over - per 1000 of corresponding age population
    • Expected school years of pupils and students at different levels of education
    • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
    • Distribution of students in different fields of education
    • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Programme orientation (general/academic or vocational/professional),
• Sex,
• Age or age group,
• Field of education (ISCED-F13).

Additionally the following indicator on entrants is calculated:

• Distribution of new entrants in different fields of education.

Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Field of education (ISCED-F13),
• Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

• Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
• Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
• Type of mobility (study period only or study period combined with work placement),
• Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

• ISCED

The United Arab Emirates was the country where the highest cumulative share of the population above 25 years had completed at least a bachelor's degree. 52.66 percent of the population in the country had some form of higher education as of 2024. Ireland followed behind with 41.85 percent.

Slovenia Tertiary Education Level Employment Rate jumped by 1.6points in 2019, compared to a year earlier.

Global Upper Secondary Education Level Attainment by Country, 2023 Discover more data with ReportLinker!

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.