The real total consumer spending on education in Egypt was forecast to continuously increase between 2024 and 2029 by in total 8.5 billion U.S. dollars (+68.06 percent). After the eighth consecutive increasing year, the real education-related spending is estimated to reach 21.1 billion U.S. dollars and therefore a new peak in 2029. Consumer spending, in this case eduction-related spending, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP).The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data has been converted from local currencies to US$ using the average constant exchange rate of the base year 2017. The timelines therefore do not incorporate currency effects. The data is shown in real terms which means that monetary data is valued at constant prices of a given base year (in this case: 2017). To attain constant prices the nominal forecast has been deflated with the projected consumer price index for the respective category.Find more key insights for the real total consumer spending on education in countries like Morocco and Sudan.

The real per capita consumer spending on education in Egypt was forecast to continuously increase between 2024 and 2029 by in total 60.5 U.S. dollars (+56.27 percent). After the eighth consecutive increasing year, the real education-related per capita spending is estimated to reach 167.96 U.S. dollars and therefore a new peak in 2029. Consumer spending, in this case education-related spending per capita, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data has been converted from local currencies to US$ using the average constant exchange rate of the base year 2017. The timelines therefore do not incorporate currency effects. The data is shown in real terms which means that monetary data is valued at constant prices of a given base year (in this case: 2017). To attain constant prices the nominal forecast has been deflated with the projected consumer price index for the respective category.Find more key insights for the real per capita consumer spending on education in countries like Algeria and Sudan.

The per capita consumer spending on education in Egypt was forecast to continuously increase between 2024 and 2029 by in total 39.5 U.S. dollars (+35.86 percent). After the fourth consecutive increasing year, the education-related per capita spending is estimated to reach 149.69 U.S. dollars and therefore a new peak in 2029. Consumer spending, in this case education-related spending per capita, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data is shown in nominal terms which means that monetary data is valued at prices of the respective year and has not been adjusted for inflation. For future years the price level has been projected as well. The data has been converted from local currencies to US$ using the average exchange rate of the respective year. For forecast years, the exchange rate has been projected as well. The timelines therefore incorporate currency effects.Find more key insights for the per capita consumer spending on education in countries like Algeria and Morocco.

The ELMPS is a nationally representative panel survey, collected by the Economic Research Forum and CAPMAS in Egypt, that covers topics such as parental background, education, housing, access to services, residential mobility, time use, marriage patterns and costs, fertility, women’s decision making and empowerment, job dynamics, savings and borrowing behavior, the operation of household enterprises and farms, besides the usual focus on employment, unemployment and earnings in typical labor force surveys. A particular module focuses on return migration and remittances. In addition to the survey’s panel design, which permits the study of various phenomena over time, the survey also contains a large number of retrospective questions about the timing of major life events such as education, residential mobility, jobs, marriage and fertility. The survey provides detailed information about place of birth and subsequent residence, as well information about schools and colleges attended at various stages of an individual’s trajectory, which permit the individual records to be linked to information from other data sources about the geographic context in which the individual lived and the educational institutions s/he attended PLEASE NOTE: To access the complete data collection please click on the related resource entitled "Economic Research Forum: Data portal" Contacts(S) erfdataportal@erf.org.eg, www.erf.org.eg Confidentiality To access the micro data, researchers are required to register on the ERF website and comply with the data access agreement. The data will be used only for scholarly, research, or educational purposes. Users are prohibited from using data acquired from the Economic Research Forum in the pursuit of any commercial or private ventures. The Egypt Labour Market Panel Survey 2012 (ELMPS 12) is a follow-up survey to the Egypt Labour Market Surveys of 2006 & 1998 (ELMPS06 & ELMS 98), which were carried out by the Economic Research Forum in cooperation with the Egyptian Central Agency for Public Mobilization and Statistics (CAPMAS). The ELMPS 12 is the third round of a periodic longitudinal survey that tracks the labour market characteristics of the households and the individuals interviewed in 1998 and 2006, any new households that might have split from them, as well as a refresher sample to ensure that the data continue to be nationally-representative. Our project funded by the ESRC-DFID allowed the addition of a refresher sample of 2,000 households to the ELMPS 12, to over-sample high migration areas to allow more detailed measures of migration trends, determinants, consequences and return migration in Egypt. In addition, we were able to include a new revised extended module on return migration and additional questions on current migrants. The data on current and return migration where driven by our objective to enlarge the evidence base of the triple-win policy vision of temporary migration, by focusing on the return migrants and considering the extent to which, and the leading dimensions along which, the returnee can impact positively on the source country, and in turn how the sending country can maximise its benefits from temporary migration by supporting the returnee. This dynamic relationship in turn informs the incentives of migrants to stay temporarily rather than permanently in the host country, and to become directly a driver or contributor to economic development in the source country. Hence, resulting in a win-win-win situation for migrants, sending countries and receiving countries. The 2012 data collection process was made by CAPMAS and proceeded in two phases. First, in late 2011, an enumeration phase was undertaken. This phase focused on locating households and individuals from the 2006 sample. If households or individuals had moved, every effort was made to collect current contact information. Additionally, the refresher sample (funded by the ESRC-DFID) was designed to over-sample high-migration areas, and refresher sample PSUs and households were randomly selected based on this sampling approach to enable a study of return migration in Egypt.

The Egypt Labor Market Panel Survey, carried out by the Economic Research Forum (ERF) in cooperation with Egypt’s Central Agency for Public Mobilization and Statistics (CAPMAS) since 1998, has become the mainstay of labor market and human resource development research in Egypt, being the first and most comprehensive source of publicly available micro data on the subject. The 2012 round of the survey provides a unique opportunity to ascertain the impact of the momentous events accompanying the January 25th revolution on the Egyptian economy and labor market and on the lives of Egyptian workers and their families. The Egypt Labor Market Panel Survey of 2012 (ELMPS 2012) is the third round of this longitudinal survey, which was also carried out in 2006. The ELMPS is a wide-ranging, nationally representative panel survey that covers topics such as parental background, education, housing, access to services, residential mobility, migration and remittances, time use, marriage patterns and costs, fertility, women’s decision making and empowerment, job dynamics, savings and borrowing behavior, the operation of household enterprises and farms, besides the usual focus on employment, unemployment and earnings in typical labor force surveys. In addition to the survey’s panel design, which permits the study of various phenomena over time, the survey also contains a large number of retrospective questions about the timing of major life events such as education, residential mobility, jobs, marriage and fertility. The survey provides detailed information about place of birth and subsequent residence, as well information about schools and colleges attended at various stages of an individual’s trajectory, which permit the individual records to be linked to information from other data sources about the geographic context in which the individual lived and the educational institutions s/he attended." (Assaad and Krafft, 2013) The data may be accessed through the ERF Data Portal: http://www.erfdataportal.com/index.php/catalog/161

Abstract

To facilitate secondary analyses aimed at improving mathematics and science education, the TIMSS 2003 International Database makes available to researchers, analysts, and other users the data collected and processed by IEA's TIMSS 2003 project. This database comprises student achievement data in mathematics and science as well as student, teacher, school, and curricular background data for the 48 countries that participated in TIMSS 2003 at the eighth grade and 26 countries that participated in TIMSS 2003 at the fourth grade. The database includes data from over 360,000 students, about 25,000 teachers, about 12,000 school principals, and the National Research Coordinators of each country. All participating countries gave the IEA permission to release their national data.

IEA, the International Association for the Evaluation of Educational Achievement, has been conducting international comparative studies of student achievement in school subjects for more than 40 years. When it collected data for the first time in 1994-95, TIMSS (known then as the Third International Mathematics and Science Study) was the largest and most complex international study of student achievement ever conducted, including both mathematics and science at third, fourth, seventh and eighth grades, and the final year of secondary school. In 1999, TIMSS (by now renamed the Trends in International Mathematics and Science Study) again assessed eighth-grade students in both mathematics and science to measure trends in student achievement since 1995.

TIMSS 2003, the third data collection in the TIMSS cycle of studies, was administered at the eighth and fourth grades. For countries that participated in previous assessments, TIMSS 2003 provides three-cycle trends at the eighth grade (1995, 1999, 2003) and data over two points in time at the fourth grade (1995 and 2003). In countries new to the study, the 2003 results can help policy makers and practitioners assess their comparative standing and gauge the rigor and effectiveness of their mathematics and science programs.

Geographic coverage

The survey had international coverage

Analysis unit

Units of analysis in the study include documents, schools and individuals

Universe

The study covered curricula and textbooks, teachers and pupils at selected schools in the country

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

By gathering information about students’ educational experiences together with their mathematics and science achievement on the TIMSS assessment, it is possible to identify factors or combinations of factors related to high achievement. As in previous assessments, TIMSS in 2003 administered a broad array of questionnaires to collect data on the educational context for student achievement. For TIMSS 2003, a concerted effort was made to streamline and upgrade the questionnaires. The TIMSS 2003 contextual framework (Mullis, et al., 2003) articulated the goals of the questionnaire data collection and laid the foundation for the questionnaire development work.

Across the two grades and two subjects, TIMSS 2003 involved 11 questionnaires. National Research Coordinators completed four questionnaires. With the assistance of their curriculum experts, they provided detailed information on the organization, emphasis, and content coverage of the mathematics and science curriculum at fourth and eighth grades. The fourth- and eighth-grade students who were tested answered questions pertaining to their attitudes towards mathematics and science, their academic self-concept, classroom activities, home background, and out-of-school activities. The mathematics and science teachers of sampled students responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education, and their views on mathematics and science.

Separate questionnaires for mathematics and science teachers were administered at the eighth grade, while to refl ect the fact that most younger students are taught all subjects by the same teacher, a single questionnaire was used at the fourth grade. The principals or heads of schools at the fourth and eighth grades responded to questions about school staffi ng and resources, school safety, mathematics and science course offerings, and teacher support.

Explore The Human Capital Report dataset for insights into Human Capital Index, Development, and World Rankings. Find data on Probability of Survival to Age 5, Expected Years of School, Harmonized Test Scores, and more.

Low income, Upper middle income, Lower middle income, High income, Human Capital Index (Lower Bound), Human Capital Index, Human Capital Index (Upper Bound), Probability of Survival to Age 5, Expected Years of School, Harmonized Test Scores, Learning-Adjusted Years of School, Fraction of Children Under 5 Not Stunted, Adult Survival Rate, Development, Human Capital, World Rankings

Afghanistan, Albania, Algeria, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Belarus, Belgium, Benin, Bhutan, Bosnia and Herzegovina, Botswana, Brazil, Brunei, Bulgaria, Burkina Faso, Burundi, Côte d'Ivoire, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Croatia, Cyprus, Denmark, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia, Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran, Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Latvia, Lebanon, Lesotho, Liberia, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia, Moldova, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands, New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Romania, Russia, Rwanda, Samoa, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovenia, Solomon Islands, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Sweden, Switzerland, Tajikistan, Tanzania, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Turkey, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom, Uruguay, Uzbekistan, Vanuatu, Vietnam, Yemen, Zambia, Zimbabwe, WORLD

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Last year edition of the World Economic Forum Human Capital Report explored the factors contributing to the development of an educated, productive and healthy workforce. This year edition deepens the analysis by focusing on a number of key issues that can support better design of education policy and future workforce planning.