The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education. The query also holds learning outcome data from international and regional learning assessments (e.g. PISA, TIMSS, PIRLS), equity data from household surveys, and projection/attainment data to 2050. For further information, please visit the EdStats website.

For further details, please refer to https://datatopics.worldbank.org/education/wRsc/about

EG: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.965 Ratio in 2013. This records an increase from the previous number of 0.932 Ratio for 2012. EG: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.903 Ratio from Dec 1976 (Median) to 2013, with 8 observations. The data reached an all-time high of 0.965 Ratio in 2013 and a record low of 0.605 Ratio in 1976. EG: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Egypt – Table EG.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; 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).

About the Digest of Education StatisticsThe 2022 edition of the Digest of Education Statistics is the 58th in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. The Digest contains important information on federal education funding, though more detailed information on federal activities is available from federal education program offices.The Digest contains tables organized into seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections.About this DatasetThis dataset represents the tables from the Most Current Digest Tables page: https://nces.ed.gov/programs/digest/current_tables.asp, as downloaded 2025-07-13.The folder system has three levels. Level 1 is the chapters of the data digest. Level 2 is the subsections of the chapters. Level 3 is a folder each for each table. Each table folder contains an excel file for the table.The top level folder contains a catalog csv with a cross walk between the folder name and the original table titles.There is also a folder for Machine Readable tables downloaded from this page in the top level folder: https://nces.ed.gov/programs/digest/mrt_tables.asp.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

GL: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 0.094 % in 2015. This records an increase from the previous number of 0.073 % for 2014. GL: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 0.094 % from Dec 2012 (Median) to 2015, with 3 observations. The data reached an all-time high of 0.100 % in 2012 and a record low of 0.073 % in 2014. GL: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Greenland – Table GL.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.; ; UNESCO Institute for Statistics; ;

KG: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data was reported at 30.493 % in 2009. This records a decrease from the previous number of 30.862 % for 1999. KG: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 30.678 % from Dec 1999 (Median) to 2009, with 2 observations. The data reached an all-time high of 30.862 % in 1999 and a record low of 30.493 % in 2009. KG: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kyrgyzstan – Table KG.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.; ; UNESCO Institute for Statistics; ;

There is a gender gap in the literacy rate among the youth worldwide. Although the literacy rates have increased worldwide for both young men and women between 15 and 24 years, men are on average more literate than women. As of 2023, nearly 94 percent of young men and roughly 91.7 percent of women in the world were literate. A similar picture was seen for the adult population worldwide.

Context

The World Bank is an international financial institution that provides loans to countries of the world for capital projects. The World Bank's stated goal is the reduction of poverty. Source: https://en.wikipedia.org/wiki/World_Bank

Content

This dataset combines key education statistics from a variety of sources to provide a look at global literacy, spending, and access.

For more information, see the World Bank website.

Fork this kernel to get started with this dataset.

Acknowledgements

https://bigquery.cloud.google.com/dataset/bigquery-public-data:world_bank_health_population

http://data.worldbank.org/data-catalog/ed-stats

https://cloud.google.com/bigquery/public-data/world-bank-education

Citation: The World Bank: Education Statistics

Dataset Source: World Bank. This dataset is publicly available for anyone to use under the following terms provided by the Dataset Source - http://www.data.gov/privacy-policy#data_policy - and is provided "AS IS" without any warranty, express or implied, from Google. Google disclaims all liability for any damages, direct or indirect, resulting from the use of the dataset.

Banner Photo by @till_indeman from Unplash.

Inspiration

Of total government spending, what percentage is spent on education?

In the past five decades, the global literacy rate among adults has grown from 67 percent in 1976 to 87.36 percent in 2023. In 1976, males had a literacy rate of 76 percent, compared to a rate of 58 percent among females. This difference of over 17 percent in 1976 has fallen to just seven percent in 2020. Although gaps in literacy rates have fallen across all regions in recent decades, significant disparities remain across much of South Asia and Africa, while the difference is below one percent in Europe and the Americas. Reasons for these differences are rooted in economic and cultural differences across the globe. In poorer societies, families with limited means are often more likely to invest in their sons' education, while their daughters take up a more domestic role. Varieties do exist on national levels, however, and female literacy levels can sometimes exceed the male rate even in impoverished nations, such as Lesotho (where the difference was over 17 percent in 2014); nonetheless, these are exceptions to the norm.

The 2019/2020 Education Statistics Digest presents statistical information on Trinidad and Tobago's formal education for 2019/2020. This includes information on educational inputs (human, financial and material resources); educational outputs (enrolment, dropouts, repeaters); and educational outcomes (examination results). The information in the Education Statistics Digest is sourced from the Annual Statistical Return (ASR), statistical reports of Technical and Vocational Education and Training (TVET) and Tertiary Institutions, and other key internal and external sources. Data on students and teachers are classified according to age, sex, class/classification, type of school, School Supervision Boundary, ethnic group and religious group. It is envisioned that the Education Statistics Digest will improve the accessibility of educational data to an ever-widening stakeholder group, which can help monitor the achievement of international, regional and national development goals, policy design and monitoring, research, and evidence-based decision-making.

BR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.005 Ratio in 2022. This records an increase from the previous number of 1.004 Ratio for 2021. BR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.008 Ratio from Dec 1980 (Median) to 2022, with 24 observations. The data reached an all-time high of 1.024 Ratio in 2002 and a record low of 1.000 Ratio in 2010. BR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

In the academic year 2024, the enrollment rate of children in Japan for senior high schools, including correspondence courses, reached **** percent. That year, ** percent of senior high school students entered tertiary education institutions, such as universities and junior colleges, directly after graduation. Non-compulsory secondary education After graduation from junior high school, compulsory education in Japan comes to an end, and students may either find employment or continue their academic path by studying at a senior high school, technical college, or university. As of late, around *** million female students and *** million male students were enrolled in one of the over *** universities in the country. Qualities of the Japanese educational system  Japan’s adult literacy rate is at around ** percent. According to the results of OECD’s PISA Programme, Japanese fifteen-year-olds showcased high levels of education in the international comparison, scoring higher than the OECD standard in all rounds of assessment. The students especially excelled in scientific subjects, reaching mean scores of *** points in mathematics and *** points in science. In terms of sports and culture, student clubs are an important part of academic life in Japan. These clubs offer a wide variety of activities, such as ball sports, Japanese traditional sports like judo, as well as cultural clubs for arts or tea ceremony among others.

The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. We are independent and non-partisan. Our mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.

IES conducts six broad types of work that addresses school readiness and education from infancy through adulthood and includes special populations such as English Learners and students with disabilities.

• We provide data that describes how well the United States is educating its students. We collect and analyze official statistics on the condition of education, including adult education and literacy; support international assessments; and carry out the National Assessment of Educational Progress (NAEP).

 • We conduct surveys and sponsor research projects to understand where education needs improvement and how these improvements might be made.  Our longitudinal surveys provide nationally representative data on how students are progressing through school and entering the workforce. Our cross-sectional surveys provide a snapshot of how students and the education system are doing at specific points in time. We fund research that uses these and other data to gain a deeper understanding of the nature and context of needed education improvements.

 • We fund development and rigorous testing of new approaches for improving education outcomes for all students.  We support development of practical solutions for education from the earliest design stages through pilot studies and rigorous testing at scale. With IES support, researchers are learning what works for improving instruction, student behavior, teacher learning, and school and system organization.

 • We conduct large-scale evaluations of federal education programs and policies.  Our evaluations address complex issues of national importance, such as the impact of alternative pathways to teacher preparation, teacher and leader evaluation systems, school improvement initiatives, and school choice programs.

 • We provide resources to increase use of data and research in education decision making.  Through the What Works Clearinghouse, we conduct independent reviews of research on what works in education. The Regional Educational Laboratories offer opportunities to learn what works as well as coaching, training, and other support for research use. Our Statewide Longitudinal Data System grants enable states to more efficiently track education outcomes and provide useful, timely information to decision makers.

 • We support advancement of statistics and research through specialized training and development of methods and measures.  We fund pre-doctoral and post-doctoral training programs, as well as database training and short courses on cutting-edge topics for working statisticians and researchers. Our empirical work on new methods and measures ensures continued advances in the accuracy, usefulness, and cost-effectiveness of education data collections and research.

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'.

There is a gender gap in the global literacy rate. Although literacy rates have generally increased worldwide for both men and women, men are on average more literate than women. As of 2024, about 90.91 percent of men and a little less than 88.8 percent of women worldwide were literate. Adult literacy rate is defined as the percentage of people aged 15 years and above who can both read and write with understanding a short, simple statement about their everyday life. Youth literacy rate Not only does the literacy gender gap concern adults, it also exists among the world’s younger generations aged 15 to 24. Despite an overall increase in literacy, young men are still more literate than young women. In fact, the global youth literacy rate as gender parity index was 0.98 as of 2023, indicating that young women are not yet as literate as young men. Gender pay gap Gender gaps occur in many different spheres of global society. One such issue concerns salary gender gaps in professional life. Regarding the controlled gender pay gap, which measures the median salary for men and women with the same job and qualifications, women still earned less than men as of 2024. The difference was even bigger when measuring the median salary for all men and women. However, not everyone worries about gender pay gaps. According to a survey from 2021, 54 percent of the female respondents deemed the gender pay gap a real problem, compared to 45 percent of the male respondents.

BR: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data was reported at 68.810 % in 2023. This records an increase from the previous number of 66.510 % for 2022. BR: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 52.055 % from Dec 1970 (Median) to 2023, with 26 observations. The data reached an all-time high of 68.810 % in 2023 and a record low of 10.000 % in 1976. BR: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed lower secondary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

Percentage of the population aged 25-64 who have successfully completed tertiary studies (e.g. university, higher technical institution, etc.), according to the EU Labour Force Survey. The attainment level refers to ISCED (International Standard Classification of Education) 2011 level 5-8 for data from 2014 onwards and to ISCED 1997 level 5-6 for data up to 2013.

Includes data files and supplemental information. Supplemental information includes a reproducible RMarkdown file, an Excel sheet with metadata, and complete webpage files. Please not that CCD nonfiscal documentation files have been downloaded manually.From the Common Core of Data website:The Common Core of Data (CCD) is the Department of Education's primary database on public elementary and secondary education in the United States. CCD is a comprehensive, annual, national database of all public elementary and secondary schools and school districts.Information on the Common Core of Data (CCD)The primary purpose of the CCD is to provide basic information on public elementary and secondary schools, local education agencies (LEAs), and state education agencies (SEAs) for each state, the District of Columbia, and the outlying territories with a U.S. relationship. CCD is composed of two components: Nonfiscal CCD and Fiscal CCD.

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Women and Men in Spain: Unemployment rate according to levels of education and age in the EU. Annual. National. Nota: UE27_2020: 27 países (desde 2020). UE-28: 28 países (2013-2020).