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.

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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?

CL: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data was reported at 21.545 % in 2023. This records an increase from the previous number of 20.283 % for 2022. CL: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 14.288 % from Dec 2010 (Median) to 2023, with 14 observations. The data reached an all-time high of 21.545 % in 2023 and a record low of 10.360 % in 2011. CL: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

This dataset combines key education statistics from a variety of sources to provide a look at global literacy, spending, and access. This public dataset is hosted in Google BigQuery and is included in BigQuery's 1TB/mo of free tier processing. This means that each user receives 1TB of free BigQuery processing every month, which can be used to run queries on this public dataset. Watch this short video to learn how to get started quickly using BigQuery to access public datasets. What is BigQuery .

About this dataset

The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures.

The indicators cover the education cycle from pre-primary to vocational and tertiary education and also holds learning outcome data from international and regional learning assessments (e.g. PISA, TIMSS, PIRLS), equity data from household surveys, and projection/attainment data.

How to use this dataset

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Acknowledgements

If you use this dataset in your research, please credit the authors

Citation

World Bank. (2013). Education statistics. Retrieved June 6, 2020, from http://data.worldbank.org/data-catalog/ed-stats

License

CC BY 4.0

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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

Overall, we draw a sample of 300 public schools from each of the regions of Ethiopia. As a comparison to the total number of schools in Ethiopia, this consistutes an approximately 1% sample. Because of the large size of the country, and because there can be very large distances between Woredas within the same region, we chose a cluster sampling approach. In this approach, 100 Woredas were chosen with probability proportional to 4th grade size. Then within each Woreda two rural and one urban school were chosen with probability proportional to 4th grade size.

Because of conflict in the Tigray region, an initial set of 12 schools that were selected had to be trimmed to 6 schools in Tigray. These six schools were then distributed to other regions in Ethiopia.

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 questions.

• Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Sampling error estimates

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.

In 2019, global education expenditure amounted to approximately five trillion U.S. dollars, with the vast majority of this spending being from governments, or from development assistance. Private households spent around 900 billion dollars in 2019.

Success.ai’s Education Industry Data provides access to comprehensive profiles of global professionals in the education sector. Sourced from over 700 million verified LinkedIn profiles, this dataset includes actionable insights and verified contact details for teachers, school administrators, university leaders, and other decision-makers. Whether your goal is to collaborate with educational institutions, market innovative solutions, or recruit top talent, Success.ai ensures your efforts are supported by accurate, enriched, and continuously updated data.

Why Choose Success.ai’s Education Industry Data? 1. Comprehensive Professional Profiles Access verified LinkedIn profiles of teachers, school principals, university administrators, curriculum developers, and education consultants. AI-validated profiles ensure 99% accuracy, reducing bounce rates and enabling effective communication. 2. Global Coverage Across Education Sectors Includes professionals from public schools, private institutions, higher education, and educational NGOs. Covers markets across North America, Europe, APAC, South America, and Africa for a truly global reach. 3. Continuously Updated Dataset Real-time updates reflect changes in roles, organizations, and industry trends, ensuring your outreach remains relevant and effective. 4. Tailored for Educational Insights Enriched profiles include work histories, academic expertise, subject specializations, and leadership roles for a deeper understanding of the education sector.

Data Highlights: 700M+ Verified LinkedIn Profiles: Access a global network of education professionals. 100M+ Work Emails: Direct communication with teachers, administrators, and decision-makers. Enriched Professional Histories: Gain insights into career trajectories, institutional affiliations, and areas of expertise. Industry-Specific Segmentation: Target professionals in K-12 education, higher education, vocational training, and educational technology.

Key Features of the Dataset: 1. Education Sector Profiles Identify and connect with teachers, professors, academic deans, school counselors, and education technologists. Engage with individuals shaping curricula, institutional policies, and student success initiatives. 2. Detailed Institutional Insights Leverage data on school sizes, student demographics, geographic locations, and areas of focus. Tailor outreach to align with institutional goals and challenges. 3. Advanced Filters for Precision Targeting Refine searches by region, subject specialty, institution type, or leadership role. Customize campaigns to address specific needs, such as professional development or technology adoption. 4. AI-Driven Enrichment Enhanced datasets include actionable details for personalized messaging and targeted engagement. Highlight educational milestones, professional certifications, and key achievements.

Strategic Use Cases: 1. Product Marketing and Outreach Promote educational technology, learning platforms, or training resources to teachers and administrators. Engage with decision-makers driving procurement and curriculum development. 2. Collaboration and Partnerships Identify institutions for collaborations on research, workshops, or pilot programs. Build relationships with educators and administrators passionate about innovative teaching methods. 3. Talent Acquisition and Recruitment Target HR professionals and academic leaders seeking faculty, administrative staff, or educational consultants. Support hiring efforts for institutions looking to attract top talent in the education sector. 4. Market Research and Strategy Analyze trends in education systems, curriculum development, and technology integration to inform business decisions. Use insights to adapt products and services to evolving educational needs.

Why Choose Success.ai? 1. Best Price Guarantee Access industry-leading Education Industry Data at unmatched pricing for cost-effective campaigns and strategies. 2. Seamless Integration Easily integrate verified data into CRMs, recruitment platforms, or marketing systems using downloadable formats or APIs. 3. AI-Validated Accuracy Depend on 99% accurate data to reduce wasted outreach and maximize engagement rates. 4. Customizable Solutions Tailor datasets to specific educational fields, geographic regions, or institutional types to meet your objectives.

Strategic APIs for Enhanced Campaigns: 1. Data Enrichment API Enrich existing records with verified education professional profiles to enhance engagement and targeting. 2. Lead Generation API Automate lead generation for a consistent pipeline of qualified professionals in the education sector. Success.ai’s Education Industry Data enables you to connect with educators, administrators, and decision-makers transforming global...

CL: Children Out of School: Primary: Male data was reported at 4,869.000 Person in 2022. This records a decrease from the previous number of 12,692.000 Person for 2021. CL: Children Out of School: Primary: Male data is updated yearly, averaging 18,915.000 Person from Dec 2007 (Median) to 2022, with 16 observations. The data reached an all-time high of 34,893.000 Person in 2009 and a record low of 4,869.000 Person in 2022. CL: Children Out of School: Primary: Male data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Sum;

CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data was reported at 94.539 % in 2021. This records a decrease from the previous number of 94.907 % for 2020. CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data is updated yearly, averaging 94.539 % from Dec 1999 (Median) to 2021, with 15 observations. The data reached an all-time high of 97.229 % in 2008 and a record low of 85.272 % in 2004. CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Median;

BY: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.120 Ratio in 2023. This records an increase from the previous number of 1.110 Ratio for 2022. BY: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.233 Ratio from Dec 1991 (Median) to 2023, with 29 observations. The data reached an all-time high of 1.313 Ratio in 2008 and a record low of 1.108 Ratio in 2020. BY: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Belarus – Table BY.World Bank.WDI: Social: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

CR: Lower Secondary Completion Rate: Total: % of Relevant Age Group data was reported at 66.808 % in 2022. This records a decrease from the previous number of 70.750 % for 2021. CR: Lower Secondary Completion Rate: Total: % of Relevant Age Group data is updated yearly, averaging 40.888 % from Dec 1970 (Median) to 2022, with 43 observations. The data reached an all-time high of 71.644 % in 2019 and a record low of 19.465 % in 1970. CR: Lower Secondary Completion Rate: Total: % of Relevant Age Group data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Costa Rica – Table CR.World Bank.WDI: Social: Education Statistics. Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

CL: School Enrollment: Preprimary: % Gross data was reported at 84.511 % in 2020. This records a decrease from the previous number of 84.802 % for 2019. CL: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 80.842 % from Dec 1970 (Median) to 2020, with 47 observations. The data reached an all-time high of 114.302 % in 2012 and a record low of 23.290 % in 1970. CL: School Enrollment: Preprimary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

CL: Repeaters: Primary: % of Total Enrollment data was reported at 3.014 % in 2017. This records a decrease from the previous number of 3.346 % for 2016. CL: Repeaters: Primary: % of Total Enrollment data is updated yearly, averaging 8.034 % from Dec 1970 (Median) to 2017, with 17 observations. The data reached an all-time high of 13.764 % in 1977 and a record low of 3.014 % in 2017. CL: Repeaters: Primary: % of Total Enrollment data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school.;UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.;Weighted average;

CR: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.186 Ratio in 2019. This records an increase from the previous number of 1.181 Ratio for 2018. CR: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.211 Ratio from Dec 1970 (Median) to 2019, with 13 observations. The data reached an all-time high of 1.251 Ratio in 2015 and a record low of 0.790 Ratio in 1970. CR: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Costa Rica – Table CR.World Bank.WDI: Social: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

JO: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.072 Ratio in 2016. This records a decrease from the previous number of 1.088 Ratio for 2015. JO: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.063 Ratio from Dec 1971 (Median) to 2016, with 40 observations. The data reached an all-time high of 1.274 Ratio in 1990 and a record low of 0.500 Ratio in 1971. JO: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Jordan – Table JO.World Bank.WDI: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Poland PL: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data was reported at 98.869 % in 2014. This records an increase from the previous number of 98.820 % for 2013. Poland PL: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 98.576 % from Dec 1970 (Median) to 2014, with 11 observations. The data reached an all-time high of 98.869 % in 2014 and a record low of 69.300 % in 1970. Poland PL: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Poland – Table PL.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

AZ: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Female: % Cumulative data was reported at 27.100 % in 2023. This records a decrease from the previous number of 27.395 % for 2022. AZ: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 23.555 % from Dec 2007 (Median) to 2023, with 16 observations. The data reached an all-time high of 27.395 % in 2022 and a record low of 22.800 % in 2007. AZ: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Azerbaijan – Table AZ.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

BB: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data was reported at 91.694 % in 2023. This records a decrease from the previous number of 97.732 % for 2022. BB: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data is updated yearly, averaging 95.989 % from Dec 1999 (Median) to 2023, with 19 observations. The data reached an all-time high of 100.000 % in 2000 and a record low of 84.252 % in 2003. BB: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Barbados – Table BB.World Bank.WDI: Social: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Median;

ML: Lower Secondary Completion Rate: Total: % of Relevant Age Group data was reported at 30.573 % in 2016. This records a decrease from the previous number of 30.758 % for 2015. ML: Lower Secondary Completion Rate: Total: % of Relevant Age Group data is updated yearly, averaging 6.316 % from Dec 1971 (Median) to 2016, with 24 observations. The data reached an all-time high of 39.945 % in 2011 and a record low of 3.893 % in 1971. ML: Lower Secondary Completion Rate: Total: % of Relevant Age Group data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mali – Table ML.World Bank.WDI: Education Statistics. Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

BI: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data was reported at 11.730 % in 2017. This records an increase from the previous number of 7.660 % for 2014. BI: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 9.695 % from Dec 1990 (Median) to 2017, with 4 observations. The data reached an all-time high of 12.560 % in 2008 and a record low of 4.640 % in 1990. BI: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Burundi – Table BI.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed lower secondary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;