Global Primary Education Expenditure by Country, 2023 Discover more data with ReportLinker!

This table contains 28 series, with data for years 2007/2008 - 2014/2015 (not all combinations necessarily have data for all years). This table contains data described by the following dimensions (Not all combinations are available): Geography (14 items: Canada; Newfoundland and Labrador; Prince Edward Island; Nova Scotia; ...) Statistics (2 items: Expenditure per capita; Index of change).

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?

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD. Government expenditure on education consists of expenditure by central and local government on education institutions and education. The government finances schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations. Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material. The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table Education; Education expenditure and CBS /OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods. The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year. Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator 'Total government expenditure as % of GDP', a break occurs between 1994 and 1995 as a result of the revision. Data available from: 1900 Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional. Changes on 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP has been adjusted upwards. The indicator ‘Total government expenditure as % of GDP’ in this table has been updated on the basis of the revised figures for the entire time series since 1995. A break occurs in the indicator between 1994 and 1995. When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

Most parents know instinctively that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But since most parents have to juggle competing demands at work and home, there never seems to be enough time or they feel ill-equipped to help. This book from OECD's Programme for International Student Assessment (PISA) has some good news for concerned parents: it does not require a Ph.D or unlimited hours for parents to make a difference in their children's education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand is genuine interest and active engagement. "I enjoyed reading Let's Read Them a Story! The wide sample of countries shows the universality of the conclusions - conclusions which reassure parents that it is important to simply transmit the pleasure of reading to our children. No need to exhaust oneself finding the latest trendy children's books or educational toys; parents should simply read to children, enjoy reading themselves, and make family time to discuss what we've read."

Global Tertiary Education Expenditure from Public Sources by Country, 2023 Discover more data with ReportLinker!

At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students struggle to determine the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of after-school lessons and independent study. This report focuses on how students use learning time, both in and out of school. What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined? The report draws on data from the 2006 cycle of the Programme of International Student Assessment (PISA) to describe differences across and within countries in how much time students spend studying different subjects, how much time they spend in different types of learning activities, how they allocate their learning time and how they perform academically.

This data table presents education expenditure in Canada as a proportion of GDP.

Global Private Spending on Tertiary Education by Country, 2023 Discover more data with ReportLinker!

Series Name: Proportion of total government spending on essential services education (percent)Series Code: SD_XPD_ESEDRelease Version: 2020.Q2.G.03 This dataset is the part of the Global SDG Indicator Database compiled through the UN System in preparation for the Secretary-General's annual report on Progress towards the Sustainable Development Goals.Indicator 1.a.2: Proportion of total government spending on essential services (education, health and social protection)Target 1.a: Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensionsGoal 1: End poverty in all its forms everywhereFor more information on the compilation methodology of this dataset, see https://unstats.un.org/sdgs/metadata/

Data on annual expenditure by educational institutions per student, in Canadian and American dollars, reference year 2021/2022. At the primary/secondary level, the amount spent on educational core services and ancillary services is also presented.

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.

EGRA Details:

"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.

To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that: • had an enrolment of at least 30 learners in grade 1; and • had an active grade 4 in 2019 (enrolment not zero)

The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.

As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.

In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."

Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.

The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below: - School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey

VBA EDUCATION PROGRAM to provide educational assistance to persons entering the Armed Forces after December 31, 1976, and before July 1, 1985; to assist persons in obtaining an education they might otherwise not be able to afford; and to promote and assist the all volunteer military program of the United States by attracting qualified persons to serve in the Armed Forces. The participant must have entered on active duty on or after January 1, 1977, and before July 1, 1985, and either served on active duty for more than 180 continuous days receiving an other than dishonorable discharge, or have been discharged after January, 1, 1977 because of a service-connected disability. Also eligible are participants who serve for more than 180 days and who continue on active duty and have completed their first period of obligated service (or 6 years of active duty, whichever comes first). Participants must also have satisfactorily contributed to the program. (Satisfactory contribution consists of monthly deduction of $25 to $100 from military pay, up to a maximum of $2,700, for deposit in a special training fund.) Participants may make lump-sum contributions. No individuals on active duty in the Armed Forces may initially begin contributing to this program after March 31, 1987.

VBA EDUCATION BENEFITS PROGRAM to provide educational assistance to persons entering the Armed Forces after December 31, 1976, and before July 1, 1985; to assist persons in obtaining an education they might otherwise not be able to afford; and to promote and assist the all volunteer military program of the United States by attracting qualified persons to serve in the Armed Forces. The participant must have entered on active duty on or after January 1, 1977, and before July 1, 1985, and either served on active duty for more than 180 continuous days receiving an other than dishonorable discharge, or have been discharged after January, 1, 1977 because of a service-connected disability. Also eligible are participants who serve for more than 180 days and who continue on active duty and have completed their first period of obligated service (or 6 years of active duty, whichever comes first). Participants must also have satisfactorily contributed to the program. (Satisfactory contribution consists of monthly deduction of $25 to $100 from military pay, up to a maximum of $2,700, for deposit in a special training fund.) Participants may make lump-sum contributions. No individuals on active duty in the Armed Forces may initially begin contributing to this program after March 31, 1987.

This table contains 770 series, with data for years 1990 - 1998 (not all combinations necessarily have data for all years), and was last released on 2007-01-29. This table contains data described by the following dimensions (Not all combinations are available): Geography (26 items: Belgium (Flemish speaking);Czech Republic; Canada; Belgium (French speaking) ...), Sex (2 items: Males; Females ...), Age group (3 items: 11 years;13 years;15 years ...), Time spent (5 items: Every day;4 to 6 days a week;2 to 3 days a week; Once a week or less ...).

Forecast: Private Spending on Tertiary Education in Turkey 2024 - 2028 Discover more data with ReportLinker!

This dataset contains special education indicators since 2017. It is a long file that contains multiple rows for each district, with rows for different years, comparing students with disabilities, students without disabilities, and all students on a wide range of indicators. Not all indicators are available for all years. For definitions of each indicator, please visit the RADAR Special Education Dashboard.

Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets.

This dataset is one of five containing the same data that is also published in the RADAR Special Education Dashboard: Special Education Program Characteristics and Student Demographics Special Education Placement Trajectory Students Moving In and Out of Special Education Services Special Education Indicators Special Education Student Progression from High School through Postsecondary Education

Below is a list of indicators that are included within the dataset. Note: "Student progression from high school through second year of postsecondary education" and "Student progression from high school through postsecondary degree completion" are available for download in this companion dataset. These two indicators are separate from the main Special Education Indicators download since the data are in a different format.

List of Indicators

Context

• Stability rate (enrolled all year)
• Student Enrollment

• 4-year cohort graduation rate
• 5-year cohort graduation rate
• 9th to 10th grade promotion rate (first-time 9th graders only)
• Annual dropout rate
• Chronically absent rate (% of students absent 10% or more each year)
• Student attendance rate
• Students absent 10 or more days each year
• Students suspended in school at least once
• Students suspended out-of-school at least once

• Average student growth percentiles (SGP) in ELA (Grades 3-8)
• Average student growth percentiles (SGP) in ELA (Grade 10)
• Average student growth percentiles (SGP) in math (Grades 3-8)
• Average student growth percentiles (SGP) in math (Grade 10)
• Meeting or exceeding expectations on ELA (Grades 3-8)
• Meeting or exceeding expectations on ELA (Grade 10)
• Meeting or exceeding expectations on math (Grades 3-8)
• Meeting or exceeding expectations on math (Grade 10)
• Meeting or exceeding expectations on science (Grades 5 and 8)
• Meeting or exceeding expectations on science (Grade 10)

• Jr / Sr AP test takers scoring 3 or above
• Jr / Sr enrolled in one or more AP / IB courses
• Jr / Sr who took AP courses and participated in one or more AP tests
• SAT average score - Mathematics
• SAT average score - reading

• 12th graders passing a full year of mathematics coursework
• 12th graders passing a full year of science and technology/engineering coursework
• 9th graders completing and passing all courses
• High school graduates who completed MassCore

• College students persistently enrolled in postsecondary education for the first two years
• High school graduates enrolled in 2-year postsecondary education
• High school graduates enrolled in 4-year postsecondary education
• Students enrolled in postsecondary education in the immediate fall after high school graduation
• Student progression from high school through postsecondary degree completion
• Student progression from high school through second year of postsecondary education

• Special education director FTE
• Special education teachers per 100 SWD
• Special education paraprofessionals per 100 SWD
• Special education support staff per 100 SWD

VBA EDUCATION PROGRAMS to provide, through purchase and/or fabrication, prosthetic and related appliances, equipment and services to eligible veterans so that they may live and work as productive citizens. Veterans eligible for prosthetic services are service-connected veterans seeking care for a service-connected disability; veterans with compensable service-connected disabilities generally rated 10 percent or more; former prisoners of war, veterans discharged or released from active military service for a disability that was incurred or aggravated in the line of duty, and veterans who are in receipt of Section 1151 benefits; veterans who are in receipt of increased pension based on a need of regular aid and attendance or by reason of being permanently housebound; veterans who have annual income and net worth below the "means test" threshold; all other veterans who are not required to pay a copayment for their care, i.e., veterans of the Mexican border period and World War I, compensated zero (0) percent service-connected veterans who are receiving statutory awards, veterans exposed to a toxic substance, radiation or environmental hazard (limited to certain disabilities); and veterans who must pay a copayment for their care. Ineligible veterans are nonservice-connected veterans residing or sojourning in foreign lands.

VBA EDUCATION BENEFITS PROGRAM to help servicepersons adjust to civilian life after separation from military service, assist in the recruitment and retention of highly qualified personnel in the active and reserve components in the Armed Forces by providing education benefits, and to provide educational opportunities to the dependents of certain service members and veterans. Individuals who entered active duty after September 10, 2001 may be eligible for the Post-9/11 GI Bill. Individuals can use the Post-9/11 GI Bill after serving 90 days on active duty (excluding entry level and skill training). Only periods of active duty under title 10 will be used to establish eligibility for the Post 9/11 GI Bill. A high school diploma or equivalency certificate is always required for eligibility. Individuals who are eligible for the Montgomery GI Bill – Active Duty (chapter 30), the Montgomery GI Bill – Selected Reserve (chapter 1606), or the Reserve Educational Assistance Program (REAP) will have to make an irrevocable election to relinquish eligibility under one of those benefit programs to establish eligibility under the Post-9/11 GI Bill. The dependent children of a person who died in the line of duty while serving as a member of the Armed Forces may be eligible to use benefits under the Fry Scholarship provision of the Post-9/11 GI Bill. The spouse and/or child(ren) of a veteran or service member may be eligible for the Post 9/11 GI Bill if the veteran or service member transfers entitlement to those dependents. Eligibility to transfer entitlement to dependents is determined by the Department of Defense. This is not a complete list of eligibility requirements. For more information on the latest changes to the Post-9/11 GI Bill go to the VA web-site.

Qualitative interviews and survey undertaken as part of a wider ethnographic project focused on the relationships between aspirations and education. In each country, a researcher spent nine months conducting research in two remote rural communities. Respondents were selected purposively and included school children, school dropouts, parents, teachers and community leaders from the six communities and the schools that served them. The survey was conducted with young people aged 12-22 both in and out of school in the same locations (200 per country).Although there have been major advances in school enrolment in the past two decades, the outcomes of education are often poor, especially among girls, young people from indigenous groups and ethnic minorities, those of lower socio-economic status and in remote rural areas. The World Bank and other globally influential agencies have recently been promoting the view that this is partly due to the limited aspirations of such children and their parents. There is certainly some evidence that disadvantaged groups have lower aspirations, and consequently achieve less in school. Yet paradoxically, there is also evidence that many youth from structurally disadvantaged groups have unattainably high aspirations, a situation that leads to disillusionment and large numbers of young people leaving school without the skills and knowledge to participate in rural livelihoods which they see as representing the failure of their aspirations. There are two key problems with much of the current academic and policy discourse concerning education and aspiration. First, the conceptualisation of aspiration is very narrow. Interventions aimed at 'raising aspiration' assume it is one-dimensional, yet aspirations may be more or less concrete, more or less stable; they are emotionally imbued and value laden and may relate to very different types of imagined future. Little is understood of how aspirations function to produce change, individually or collectively. Second, little is known of the processes through which school systems shape young people's aspirations, or of how young people's aspirations shape either their engagement with schooling or the learning they achieve. Aspiration is known to be produced in complex ways, in relation to broad-scale (even global) social and economic situations as well as family and community relationships. How these play out in schools requires further study. AIM: To provide insight into how education systems can develop effective polices and interventions that work with young people's aspirations to enhance learning outcomes and address structural disadvantage in remote rural places. Objectives of the project were: 1) To develop a robust understanding of the mechanisms that connect schooling, aspirations and learning outcomes 2) To develop methods suitable for capturing and understanding these mechanisms. Our research questions were: 1) What roles do 21st century education systems play in shaping young people's aspirations in remote rural areas? 2) How are the aspirations of young people living in remote rural areas produced in relation to both schooling and their wider social, economic and cultural contexts? 3) How do young people's aspirations shape their educational engagement and learning outcomes? The research will be undertaken by a team of experienced investigators alongside three postdoctoral researchers. Fieldwork will be conducted in two schools and their local communities in remote rural areas of India, Laos and Lesotho. 1) Desk research - analysis of academic literature, organisational reports and policy documents 2) School-based ethnographic research including participatory group activities with students, lesson observation, discourse analysis of textbooks, curricula and exams, interviews with teachers and students 3) Community-based ethnographic research including interviews / focus groups with parents, other family members, community leaders, young people in secondary education and young people no longer in education 4) Interviews with stakeholders in the policy community 5) Policy-focused dissemination and feedback workshops, cascading up from school students, via local communities, to national and international level stakeholders 6) Design of a questionnaire, and piloting with 200 young people aged 11-22 in 5 remote rural areas per country, to explore how the qualitative findings might be operationalised for quantitative research. (1)Qualitative interviews: Most interviews were conducted in a local language and subsequently translated into English. Some of the transcripts are dual language. All people and rural community names are pseudonymised. Respondents were selected purposively and included school children, school dropouts, parents, teachers and community leaders from the six communities and the schools that served them. Schools are primary unless noted as secondary in the file name. (2) Survey(N=600) sampling was systematic within a limited number of rural communities located in proximity to the qualitative case study communities. Survey was conducted with young people in their homes. Data are anonymised.