Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

Abstract

“What is important for citizens to know and be able to do?” That is the question that underlies the triennial survey of 15-year-old students around the world known as the Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem solving, does not just ascertain whether students can reproduce knowledge; it also examines how well students can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern economies reward individuals not for what they know, but for what they can do with what they know. All 34 OECD member countries and 31 partner countries and economies participated in PISA 2012, representing more than 80% of the world economy.

With mathematics as its primary focus, the PISA 2012 assessment measured 15-year-olds’ capacity to reason mathematically and use mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena, and to make the wellfounded judgements and decisions needed by constructive, engaged and reflective citizens. Literacy in mathematics defined this way is not an attribute that an individual has or does not have; rather, it is a skill that can be acquired and used, to a greater or lesser extent, throughout a lifetime.

The PISA assessment provides three main types of outcomes: - basic indicators that provide a baseline profile of students’ knowledge and skills; - indicators that show how skills relate to important demographic, social, economic and educational variables; and - indicators on trends that show changes in student performance and in the relationships between student-level and school-level variables and outcomes.

Geographic coverage

PISA 2012 covered 34 OECD countries and 31 partner countries and economies. All countries attempted to maximise the coverage of 15-year-olds enrolled in education in their national samples, including students enrolled in special educational institutions.

Analysis unit

To better compare student performance internationally, PISA targets a specific age of students. PISA students are aged between 15 years 3 months and 16 years 2 months at the time of the assessment, and have completed at least 6 years of formal schooling. They can be enrolled in any type of institution, participate in full-time or part-time education, in academic or vocational programmes, and attend public or private schools or foreign schools within the country. Using this age across countries and over time allows PISA to compare consistently the knowledge and skills of individuals born in the same year who are still in school at age 15, despite the diversity of their education histories in and outside of school.

Kind of data

Sample survey data [ssd]

Sampling procedure

The accuracy of any survey results depends on the quality of the information on which national samples are based as well as on the sampling procedures. Quality standards, procedures, instruments and verification mechanisms were developed for PISA that ensured that national samples yielded comparable data and that the results could be compared with confidence.

Most PISA samples were designed as two-stage stratified samples (where countries applied different sampling designs. The first stage consisted of sampling individual schools in which 15-year-old students could be enrolled. Schools were sampled systematically with probabilities proportional to size, the measure of size being a function of the estimated number of eligible (15-year-old) students enrolled. A minimum of 150 schools were selected in each country (where this number existed), although the requirements for national analyses often required a somewhat larger sample. As the schools were sampled, replacement schools were simultaneously identified, in case a sampled school chose not to participate in PISA 2012.

Experts from the PISA Consortium performed the sample selection process for most participating countries and monitored it closely in those countries that selected their own samples. The second stage of the selection process sampled students within sampled schools. Once schools were selected, a list of each sampled school's 15-year-old students was prepared. From this list, 35 students were then selected with equal probability (all 15-year-old students were selected if fewer than 35 were enrolled). The number of students to be sampled per school could deviate from 35, but could not be less than 20.

Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months completed the assessment in 2012, representing about 28 million 15-year-olds in the schools of the 65 participating countries and economies.

Mode of data collection

Face-to-face [f2f]

Research instrument

Paper-based tests were used, with assessments lasting two hours. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving.

Test items were a mixture of questions requiring students to construct their own responses and multiple-choice items. The items were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered, with different students taking different combinations of test items.

Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their school and learning experiences. School principals were given a questionnaire, to complete in 30 minutes, that covered the school system and the learning environment. In some countries and economies, optional questionnaires were distributed to parents, who were asked to provide information on their perceptions of and involvement in their child’s school, their support for learning in the home, and their child’s career expectations, particularly in mathematics. Countries could choose two other optional questionnaires for students: one asked students about their familiarity with and use of information and communication technologies, and the second sought information about their education to date, including any interruptions in their schooling and whether and how they are preparing for a future career.

Cleaning operations

Software specially designed for PISA facilitated data entry, detected common errors during data entry, and facilitated the process of data cleaning. Training sessions familiarised National Project Managers with these procedures.

Response rate

Data-quality standards in PISA required minimum participation rates for schools as well as for students. These standards were established to minimise the potential for response biases. In the case of countries meeting these standards, it was likely that any bias resulting from non-response would be negligible, i.e. typically smaller than the sampling error.

A minimum response rate of 85% was required for the schools initially selected. Where the initial response rate of schools was between 65% and 85%, however, an acceptable school response rate could still be achieved through the use of replacement schools. This procedure brought with it a risk of increased response bias. Participating countries were, therefore, encouraged to persuade as many of the schools in the original sample as possible to participate. Schools with a student participation rate between 25% and 50% were not regarded as participating schools, but data from these schools were included in the database and contributed to the various estimations. Data from schools with a student participation rate of less than 25% were excluded from the database.

PISA 2012 also required a minimum participation rate of 80% of students within participating schools. This minimum participation rate had to be met at the national level, not necessarily by each participating school. Follow-up sessions were required in schools in which too few students had participated in the original assessment sessions. Student participation rates were calculated over all original schools, and also over all schools, whether original sample or replacement schools, and from the participation of students in both the original assessment and any follow-up sessions. A student who participated in the original or follow-up cognitive sessions was regarded as a participant. Those who attended only the questionnaire session were included in the international database and contributed to the statistics presented in this publication if they provided at least a description of their father’s or mother’s occupation.

A computerized data set of demographic, economic and social data for 227 countries of the world. Information presented includes population, health, nutrition, mortality, fertility, family planning and contraceptive use, literacy, housing, and economic activity data. Tabular data are broken down by such variables as age, sex, and urban/rural residence. Data are organized as a series of statistical tables identified by country and table number. Each record consists of the data values associated with a single row of a given table. There are 105 tables with data for 208 countries. The second file is a note file, containing text of notes associated with various tables. These notes provide information such as definitions of categories (i.e. urban/rural) and how various values were calculated. The IDB was created in the U.S. Census Bureau''s International Programs Center (IPC) to help IPC staff meet the needs of organizations that sponsor IPC research. The IDB provides quick access to specialized information, with emphasis on demographic measures, for individual countries or groups of countries. The IDB combines data from country sources (typically censuses and surveys) with IPC estimates and projections to provide information dating back as far as 1950 and as far ahead as 2050. Because the IDB is maintained as a research tool for IPC sponsor requirements, the amount of information available may vary by country. As funding and research activity permit, the IPC updates and expands the data base content. Types of data include: * Population by age and sex * Vital rates, infant mortality, and life tables * Fertility and child survivorship * Migration * Marital status * Family planning Data characteristics: * Temporal: Selected years, 1950present, projected demographic data to 2050. * Spatial: 227 countries and areas. * Resolution: National population, selected data by urban/rural * residence, selected data by age and sex. Sources of data include: * U.S. Census Bureau * International projects (e.g., the Demographic and Health Survey) * United Nations agencies Links: * ICPSR: http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/08490

The dataset contains the quarterly country-wise statistics of international traffic in the category of passengers.

ABOUT

The Global Population Growth Dataset provides a comprehensive record of population trends across various countries over multiple decades. It includes detailed information such as the country name, ISO3 country code, year-wise population data, population growth, and growth rate. This dataset is valuable for researchers, demographers, policymakers, and data analysts interested in studying population dynamics, demographic trends, and economic development.

Key features of the dataset:

✅ Covers multiple countries and regions worldwide
✅ Includes historical and recent population data
✅ Provides year-wise population growth and growth rate (%)
✅ Categorizes data by country and decade for better trend analysis

This dataset serves as a crucial resource for analyzing global population trends, understanding demographic shifts, and supporting socio-economic research and policy-making.

FILE INFORMATION

The dataset consists of structured records related to country-wise population data, compiled from official sources. Each file contains information on yearly population figures, growth trends, and country-specific data. The structured format makes it useful for researchers, economists, and data scientists studying demographic patterns and changes. The file type is CSV.

COLUMNS DESCRIPTION

• Country – The name of the country.
• ISO3 – The three-letter ISO code of the country.
• Year – The year corresponding to the population data, useful for trend analysis.
• Population – The total population of the country for the given year.
• Population Growth – The absolute increase in population compared to the previous year.
• Growth Rate (%) – The percentage change in population compared to the previous year.
• Decade – The decade classification (e.g., 1990s, 2000s) for grouping long-term trends.

Foreign scholarship holders: Germany, years, gender, country of origin

This dataset provides values for GDP reported in several countries. The data includes current values, previous releases, historical highs and record lows, release frequency, reported unit and currency.

Switzerland Trade Balance: Advanced Economies: Slovenia data was reported at 70.735 USD mn in 2017. This records an increase from the previous number of -24.064 USD mn for 2016. Switzerland Trade Balance: Advanced Economies: Slovenia data is updated yearly, averaging 71.033 USD mn from Dec 1993 to 2017, with 25 observations. The data reached an all-time high of 182.705 USD mn in 2008 and a record low of -83.233 USD mn in 2014. Switzerland Trade Balance: Advanced Economies: Slovenia data remains active status in CEIC and is reported by International Monetary Fund. The data is categorized under Global Database’s Switzerland – Table CH.IMF.DOT: Trade Balance: by Country: Annual.

Abstract

The 2009 Costa Rica GSHS was a school-based survey of students in 7th, 8th, and 9th.

The purpose of the GSHS is to provide data on health behaviors and protective factors among students to: - Help countries develop priorities, establish programs, and advocate for resources for school health and youth health programs and policies; - Allow international agencies, countries, and others to make comparisons across countries regarding the prevalence of health behaviors and protective factors; and - Establish trends in the prevalence of health behaviors and protective factors by country for use in evaluation of school health and youth health promotion.

Geographic coverage

National coverage

Analysis unit

Students aged 13-15 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The 2009 Costa Rica GSHS was a school-based survey of students in 7th, 8th, and 9th. A two-stage cluster sample design was used to produce data representative of all students in 7th, 8th, and 9th in Costa Rica. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate. A total of 2679 students participated in the Costa Rica GSHS.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS uses a standardized scientific sample selection process; common school-based methodology; and core questionnaire modules, core-expanded questions, and country-specific questions that are combined to form a self-administered questionnaire that can be administered during one regular class period.

The 10 core questionnaire modules address the leading causes of morbidity and mortality among children and adults worldwide. - Alcohol use - Dietary behaviors - Drug use - Hygiene - Mental health - Physical activity - Protective factors - Sexual behaviors that contribute to HIV infection, other sexually-transmitted infections, and unintended pregnancy - Tobacco use - Violence and unintentional injury

Cleaning operations

Students self-reported their responses to each question on a computer scannable answer sheet.

Response rate

The school response rate was 100%, the student response rate was 72%, and the overall response rate was 72%.

As one of the most influential international large-scale educational assessments, the Program for International Student Assessment (PISA) provides a valuable platform for the horizontal comparisons and references of international education. The cognitive diagnostic model, a newly generated evaluation theory, can integrate measurement goals into the cognitive process model through cognitive analysis, which provides a better understanding of the mastery of students of fine-grained knowledge points. On the basis of the mathematical measurement framework of PISA 2012, 11 attributes have been formed from three dimensions in this study. Twelve test items with item responses from 24,512 students from 10 countries participated in answering were selected, and the analyses were divided into several steps. First, the relationships between the 11 attributes and the 12 test items were classified to form a Q matrix. Second, the cognitive model of the PISA mathematics test was established. The liner logistic model (LLM) with better model fit was selected as the parameter evaluation model through model comparisons. By analyzing the knowledge states of these countries and the prerequisite relations among the attributes, this study explored the different learning trajectories of students in the content field. The result showed that students from Australia, Canada, the United Kingdom, and Russia shared similar main learning trajectories, while Finland and Japan were consistent with their main learning trajectories. The primary learning trajectories of the United States and China were the same. Furthermore, the learning trajectory for Singapore was the most complicated, as it showed a diverse learning process, whereas the trajectory in the United States and Saudi Arabia was relatively simple. This study concluded the differences of the mastery of students of the 11 cognitive attributes from the three dimensions of content, process, and context across the 10 countries, which provided a reference for further understanding of the PISA test results in other countries and shed some evidence for a deeper understanding of the strengths and weaknesses of mathematics education in various countries.

Abstract

The Syria GSHS was a school-based survey of students in grades 7,8,9, and 10.

The purpose of the GSHS is to provide data on health behaviors and protective factors among students to: - Help countries develop priorities, establish programs, and advocate for resources for school health and youth health programs and policies; - Allow international agencies, countries, and others to make comparisons across countries regarding the prevalence of health behaviors and protective factors; and - Establish trends in the prevalence of health behaviors and protective factors by country for use in evaluation of school health and youth health promotion.

Geographic coverage

National coverage

Analysis unit

Students aged 13-15 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The Syria GSHS was a school-based survey of students in grades 7,8,9, and 10. A two-stage cluster sample design was used to produce data representative of all students in grades 7,8,9, and 10 in Syria. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate. A total of 3102 students participated in the Syria GSHS.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS uses a standardized scientific sample selection process; common school-based methodology; and core questionnaire modules, core-expanded questions, and country-specific questions that are combined to form a self-administered questionnaire that can be administered during one regular class period.

The 10 core questionnaire modules address the leading causes of morbidity and mortality among children and adults worldwide. - Alcohol use - Dietary behaviors - Drug use - Hygiene - Mental health - Physical activity - Protective factors - Sexual behaviors that contribute to HIV infection, other sexually-transmitted infections, and unintended pregnancy - Tobacco use - Violence and unintentional injury

Cleaning operations

Students self-reported their responses to each question on a computer scannable answer sheet.

Response rate

The school response rate was 100%, the student response rate was 97%, and the overall response rate was 97%.

Comparison of net long-term international migration estimates with 1971-based to 2022-based national population projections for the UK and constituent countries, including measures of error.

The average for 2022 based on 78 countries was 437.426 index points. The highest value was in Singapore: 542.553 index points and the lowest value was in Cambodia: 328.843 index points. The indicator is available from 2000 to 2022. Below is a chart for all countries where data are available.

In March 2003, banks and selected Registered Financial Corporations (RFCs) began reporting their international assets, liabilities and country exposures to APRA in ARF/RRF 231 International Exposures. This return is the basis of the data provided by Australia to the Bank for International Settlements (BIS) for its International Banking Statistics (IBS) data collection. APRA ceased the RFC data collection after September 2010.

The IBS data are based on the methodology described in the BIS Guide on International Financial Statistics (see http://www.bis.org/statistics/intfinstatsguide.pdf; Part II International banking statistics). Data reported for Australia, and other countries, on the BIS website are expressed in United States dollars (USD).

Data are recorded on an end-quarter basis.

There are two sets of IBS data: locational data, which are used to gauge the role of banks and financial centres in the intermediation of international capital flows; and consolidated data, which can be used to monitor the country risk exposure of national banking systems. Only consolidated data are reported in this statistical table.

Data are shown for a range of countries and regions. Similar data for a selected group of countries are also available in statistical table B13.1.

Country and regional groupings are based on the classification used in the IBS.

Data presented in this statistical table are immediate risk claims (expressed by the BIS as claims on an immediate borrower basis), which cover exposures on an immediate counterparty location basis. Ultimate risk claims are presented in complementary statistical tables B13.2 and B13.2.1, which cover immediate exposures adjusted (via guarantees and other risk transfers) to reflect the location of the ultimate counterparty/risk.

International claims represent cross-border claims in all currencies and foreign offices’ local claims in non-local currencies (which would include, for example, USD claims on New Zealand residents by the New Zealand subsidiary of an Australian-owned bank).

This statistical table contains seven data worksheets. Six present data for countries within each specified region, while the 'Summary' worksheet shows total international claims of the globally consolidated operations of Australian-owned banks for each region, international organisations and unallocated. In each of these worksheets, the data in the last column measures total international claims for the region. Total international claims for each country add to total international claims for the region. However, in some quarters, this cannot be directly verified because data for individual countries and regions have blank entries in order to avoid disclosing confidential bank exposures.

In the 'Summary' worksheet, the positions by region and international organisation, and unallocated are summed to produce a ‘Total’ figure that represents reporting entities’ total international exposures.

Abstract

The Guyana GSHS was a school-based survey of students in Forms 2, 3, 4, and other.

The purpose of the GSHS is to provide data on health behaviors and protective factors among students to: - Help countries develop priorities, establish programs, and advocate for resources for school health and youth health programs and policies; - Allow international agencies, countries, and others to make comparisons across countries regarding the prevalence of health behaviors and protective factors; and - Establish trends in the prevalence of health behaviors and protective factors by country for use in evaluation of school health and youth health promotion.

Geographic coverage

National coverage

Analysis unit

Students aged 13-15 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The Guyana GSHS was a school-based survey of students in Forms 2, 3, 4, and other. A two-stage cluster sample design was used to produce data representative of all students in Forms 2, 3, 4, and other in Guyana. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate. A total of 2392 students participated in the Guyana GSHS.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS uses a standardized scientific sample selection process; common school-based methodology; and core questionnaire modules, core-expanded questions, and country-specific questions that are combined to form a self-administered questionnaire that can be administered during one regular class period.

The 10 core questionnaire modules address the leading causes of morbidity and mortality among children and adults worldwide. - Alcohol use - Dietary behaviors - Drug use - Hygiene - Mental health - Physical activity - Protective factors - Sexual behaviors that contribute to HIV infection, other sexually-transmitted infections, and unintended pregnancy - Tobacco use - Violence and unintentional injury

Cleaning operations

Students self-reported their responses to each question on a computer scannable answer sheet.

Response rate

The school response rate was 97%, the student response rate was 78%, and the overall response rate was 76%.

Canada CA: Trade Balance: Emerging and Developing Economies: Sub-Saharan Africa data was reported at -365.958 USD mn in Mar 2018. This records a decrease from the previous number of -280.744 USD mn for Dec 2017. Canada CA: Trade Balance: Emerging and Developing Economies: Sub-Saharan Africa data is updated quarterly, averaging -89.309 USD mn from Mar 1960 (Median) to Mar 2018, with 233 observations. The data reached an all-time high of 87.400 USD mn in Mar 1981 and a record low of -2.158 USD bn in Sep 2011. Canada CA: Trade Balance: Emerging and Developing Economies: Sub-Saharan Africa data remains active status in CEIC and is reported by International Monetary Fund. The data is categorized under Global Database’s Canada – Table CA.IMF.DOT: Trade Balance: by Country: Quarterly.

Abstract

The 2006 Morocco GSHS was a school-based survey of students in 1st, 2nd, and 3rd years.

The purpose of the GSHS is to provide data on health behaviors and protective factors among students to: - Help countries develop priorities, establish programs, and advocate for resources for school health and youth health programs and policies; - Allow international agencies, countries, and others to make comparisons across countries regarding the prevalence of health behaviors and protective factors; and - Establish trends in the prevalence of health behaviors and protective factors by country for use in evaluation of school health and youth health promotion.

Geographic coverage

National coverage

Analysis unit

Students aged 13-15 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The 2006 Morocco GSHS was a school-based survey of students in 1st, 2nd, and 3rd years. A two-stage cluster sample design was used to produce data representative of all students in 1st, 2nd, and 3rd years in Morocco. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate. A total of 2,670 students participated in the Morocco GSHS.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS uses a standardized scientific sample selection process; common school-based methodology; and core questionnaire modules, core-expanded questions, and country-specific questions that are combined to form a self-administered questionnaire that can be administered during one regular class period.

The 10 core questionnaire modules address the leading causes of morbidity and mortality among children and adults worldwide. - Alcohol use - Dietary behaviors - Drug use - Hygiene - Mental health - Physical activity - Protective factors - Sexual behaviors that contribute to HIV infection, other sexually-transmitted infections, and unintended pregnancy - Tobacco use - Violence and unintentional injury

Cleaning operations

Students self-reported their responses to each question on a computer scannable answer sheet.

Response rate

The school response rate was 100%, the student response rate was 84%, and the overall response rate was 84%.

Poland PL: International Migrant Stock: Total data was reported at 619,403.000 Person in 2015. This records a decrease from the previous number of 642,417.000 Person for 2010. Poland PL: International Migrant Stock: Total data is updated yearly, averaging 1,223,841.500 Person from Dec 1960 (Median) to 2015, with 12 observations. The data reached an all-time high of 2,424,881.000 Person in 1960 and a record low of 619,403.000 Person in 2015. Poland PL: International Migrant Stock: Total data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Poland – Table PL.World Bank.WDI: Population and Urbanization Statistics. International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees. The data used to estimate the international migrant stock at a particular time are obtained mainly from population censuses. The estimates are derived from the data on foreign-born population--people who have residence in one country but were born in another country. When data on the foreign-born population are not available, data on foreign population--that is, people who are citizens of a country other than the country in which they reside--are used as estimates. After the breakup of the Soviet Union in 1991 people living in one of the newly independent countries who were born in another were classified as international migrants. Estimates of migrant stock in the newly independent states from 1990 on are based on the 1989 census of the Soviet Union. For countries with information on the international migrant stock for at least two points in time, interpolation or extrapolation was used to estimate the international migrant stock on July 1 of the reference years. For countries with only one observation, estimates for the reference years were derived using rates of change in the migrant stock in the years preceding or following the single observation available. A model was used to estimate migrants for countries that had no data.; ; United Nations Population Division, Trends in Total Migrant Stock: 2012 Revision.; Sum;

Abstract

The 2009 Benin GSHS was a school-based survey of students in grades 4eme, 3eme, and seconde.

The purpose of the GSHS is to provide data on health behaviors and protective factors among students to: - Help countries develop priorities, establish programs, and advocate for resources for school health and youth health programs and policies; - Allow international agencies, countries, and others to make comparisons across countries regarding the prevalence of health behaviors and protective factors; and - Establish trends in the prevalence of health behaviors and protective factors by country for use in evaluation of school health and youth health promotion.

Geographic coverage

National coverage

Analysis unit

Students aged 13-17 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The 2009 Benin GSHS was a school-based survey of students in grades 4eme, 3eme, and seconde. A two-stage cluster sample design was used to produce data representative of all students in grades 4eme, 3eme, and seconde in Benin. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate. A total of 2690 students participated in the Benin GSHS.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS uses a standardized scientific sample selection process; common school-based methodology; and core questionnaire modules, core-expanded questions, and country-specific questions that are combined to form a self-administered questionnaire that can be administered during one regular class period.

The 10 core questionnaire modules address the leading causes of morbidity and mortality among children and adults worldwide. - Alcohol use - Dietary behaviors - Drug use - Hygiene - Mental health - Physical activity - Protective factors - Sexual behaviors that contribute to HIV infection, other sexually-transmitted infections, and unintended pregnancy - Tobacco use - Violence and unintentional injury

Cleaning operations

Students self-reported their responses to each question on a computer scannable answer sheet.

Response rate

The school response rate was 100%, the student response rate was 90%, and the overall response rate was 90%.

Foreign Direct Investment: Other States: China data was reported at 6,445.079 USD th in Dec 2024. This records a decrease from the previous number of 8,168.674 USD th for Sep 2024. Foreign Direct Investment: Other States: China data is updated quarterly, averaging 2,443.930 USD th from Mar 2005 (Median) to Dec 2024, with 80 observations. The data reached an all-time high of 152,064.887 USD th in Sep 2014 and a record low of -10,478.315 USD th in Mar 2021. Foreign Direct Investment: Other States: China data remains active status in CEIC and is reported by National Statistics Office of Georgia. The data is categorized under Global Database’s Georgia – Table GE.O001: Foreign Direct Investment: by Country.