In 2022, South Africa scored **** points in the Human Development Index (HDI), which indicated a high level of development. Moreover, this was the highest score achieved in the Southern African region. Botswana followed closely behind, with an HDI of **** points. Conversely, Mozambique recorded the lowest in the region with **** points, which signifies low human development.

In 2021, South Africa scored **** in the Human Development Index (HDI), which indicated a high level of development. The country experienced a drop in the HDI score compared to the previous year, which was ****. However, an improvement was recorded from 2005 onwards. At that year, South Africa's score was ****, meaning that the country had a medium human development. The categorization changed from medium to high in 2013.

The average for 2023 based on 184 countries was 0.744 points. The highest value was in Iceland: 0.972 points and the lowest value was in South Africa: 0.388 points. The indicator is available from 1980 to 2023. Below is a chart for all countries where data are available.

South Africa: Human Development Index (0 - 1): The latest value from 2023 is 0.388 points, an increase from 0.381 points in 2022. In comparison, the world average is 0.744 points, based on data from 185 countries. Historically, the average for South Africa from 1980 to 2023 is 0.638 points. The minimum value, 0.381 points, was reached in 2022 while the maximum of 0.713 points was recorded in 2021.

Human development index of South Africa decreased by 2.56% from 0.74 score in 2019 to 0.72 score in 2020. Since the 2.98% rise in 2018, human development index fell by 0.55% in 2020. A composite index measuring average achievement in three basic dimensions of human development—a long and healthy life, knowledge and a decent standard of living

In 2022, Mauritius and the Seychelles scored just over *** points on the Human Development Index (HDI), which indicated a very high level of development. Moreover, this was the highest score achieved in the East African region. Kenya followed, with an HDI of *** points. Conversely, Somalia and South Sudan recorded the lowest in the region with **** points, which signifies low human development.

******* had the highest level of the Human Development Index (HDI) worldwide in 2023 with a value of *****. With a score of ****, ****** followed closely behind *********** and had the second-highest level of human development in that year. The rise of the Asian tigers In the decades after the Cold War, the four so-called Asian tigers, South Korea, Singapore, Taiwan, and Hong Kong (now a Special Administrative Region of China) experienced rapid economic growth and increasing human development. At number eight and number 13 of the HDI, respectively, *********************** are the only Asian locations within the top-15 highest HDI scores. Both locations have experienced tremendous economic growth since the 1980’s and 1990’s. In 1980, the per capita GDP of Hong Kong was ***** U.S. dollars, increasing throughout the decades until reaching ****** in 2023, which is expected to continue to increase in the future. Meanwhile, in 1989, Singapore had a GDP of nearly ** billion U.S. dollars, which has risen to nearly *** billion U.S. dollars today and is also expected to keep increasing. Growth of the UAE The United Arab Emirates (UAE) is the only Middle Eastern country besides Israel within the highest ranking HDI scores globally. Within the Middle East and North Africa (MENA) region, the UAE has the third-largest GDP behind Saudi Arabia and Israel, reaching nearly *** billion U.S. dollars by 2022. Per capita, the UAE GDP was around ****** U.S. dollars in 1989, and has nearly doubled to ****** U.S. dollars by 2021. Moreover, this is expected to reach over ****** U.S. dollars by 2029. On top of being a major oil producer, the UAE has become a hub for finance and business and attracts millions of tourists annually.

South Sudan and Somalia had the ****** levels of human development based on the Human Development Index (HDI). Many of the countries at the bottom of the list are located in Sub-Saharan Africa, underlining the prevalence of poverty and low levels of education in the region. Meanwhile, Switzerland had the ******* HDI worldwide.

The average for 2023 based on 46 countries was 0.569 points. The highest value was in the Seychelles: 0.848 points and the lowest value was in South Africa: 0.388 points. The indicator is available from 1980 to 2023. Below is a chart for all countries where data are available.

0.72 (score) in 2020. A composite index measuring average achievement in three basic dimensions of human development—a long and healthy life, knowledge and a decent standard of living

Context

The Gender Development Index (GDI) is a composite measure designed to assess gender disparities and inequalities in a society by considering factors related to human development. It is an extension of the Human Development Index (HDI) and focuses on three key dimensions: health, education, and income. In the GDI, these dimensions are assessed separately for males and females, allowing for a comparison of gender-based development gaps. Health indicators typically include life expectancy at birth for both genders. Education indicators encompass literacy rates and enrollment in primary, secondary, and tertiary education for both males and females. The income component typically examines income levels and workforce participation for both genders.

Content

This dataset provides comprehensive historical data on gender development indicators at a global level. It includes essential columns such as ISO3 (the ISO3 code for each country/territory), Country (the name of the country or territory), Continent (the continent where the country is located), Hemisphere (the hemisphere in which the country is situated), Human Development Groups, UNDP Developing Regions, HDI Rank (2021) representing the Human Development Index Rank for the year 2021, and Gender Development Index spanning from 1990 to 2021.

Dataset Glossary (Column-wise)

• ISO3 - ISO3 for the Country/Territory
• Country - Name of the Country/Territory
• Continent - Name of the Continent
• Hemisphere - Name of the Hemisphere
• Human Development Groups - Human Development Groups
• UNDP Developing Regions - UNDP Developing Regions
• HDI Rank (2021) - Human Development Index Rank for 2021
• Gender Development Index from 1990 to 2021 - Gender Development Index from 1990 to 2021

Data Dictionary

• UNDP Developing Regions:
  • SSA - Sub-Saharan Africa
  • LAC - Latin America and the Caribbean
  • EAP - East Asia and the Pacific
  • AS - Arab States
  • ECA - Europe and Central Asia
  • SA - South Asia

Structure of the Dataset

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Acknowledgement

This Dataset is created from Human Development Reports. This Dataset falls under the Creative Commons Attribution 3.0 IGO License. You can check the Terms of Use of this Data. If you want to learn more, visit the Website.

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South Sudan had the lowest level of the Human Development Index (HDI) worldwide in 2023 after adjusting for inequality, with a value of ****. Its nearby countries, Somalia and the Central African Republic, followed behind. Meanwhile, Iceland topped the HDI not adjusted for inequality.

Spearman rank correlation coefficients of index values when dropping one indicator at a time to compute index.

Afrique du Sud: Human Development Index (0 - 1): Pour cet indicateur, The United Nations fournit des données pour la Afrique du Sud de 1980 à 2023. La valeur moyenne pour Afrique du Sud pendant cette période était de 0.638 points avec un minimum de 0.381 points en 2022 et un maximum de 0.713 points en 2021.

This data set contains information on 155 countries, including geographic, climatologic, demographic, psychological, genetic and economic data.

Spearman rank correlation between alternatives for indicator standardization and aggregation at district level.

This project commissioned by the KwaZulu-Natal Provincial Government was designed to obtain baseline data on subjective and objective development indicators. The project comprised a household survey conducted during November and December 1996. The complete survey covered at least 6 500 households across the province of KwaZulu-Natal. It followed a pilot study of perceptions of development conducted among 678 adults in October 1995. As one of the most comprehensive contributions on development indicators in the history of South Africa, it is the first large survey covering the usual “hard” indicators – such as service delivery levels – and peoples’ comments and perceptions of these services and of their governments’ development programmes and priorities. The study/project was motivated by the need to establish an information database for the preparation and monitoring of the province’s RDP business and development plans, to synthesise subjectively articulated (bottom-up) and objectively defined (top-down) approaches to the determination of needs, to modify and improve on the usefulness of the Human Development Index (HDI), to provide an opportunity for research capacity building among civil servants and thereby providing a means to effect good governance practices and, to provide a basis for the development of objective matrices, objectives-by-time-scales and, a semi-rational budgeting and planning tool. 1 data file with 6,606 cases.

The continuum of care for maternal health index, sub- indices and indicators for North West Province, South Africa, in the period 2013–2017.

Exploratory factor analysis of the items of the continuum of care service delivery framework.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)