Global buildings and infrastructure data

Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).

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.

Use of IMF Credit: Data related to the operations of the IMF are provided by the IMF Treasurer’s Department. They are converted from special drawing rights into dollars using end-of-period exchange rates for stocks and average-over-the-period exchange rates for flows. IMF trust fund operations under the Enhanced Structural Adjustment Facility, Extended Fund Facility, Poverty Reduction and Growth Facility, and Structural Adjustment Facility (Enhanced Structural Adjustment Facility in 1999) are presented together with all of the IMF’s special facilities (buffer stock, supplemental reserve, compensatory and contingency facilities, oil facilities, and other facilities). SDR allocations are also included in this category. According to the BPM6, SDR allocations are recorded as the incurrence of a debt liability of the member receiving them (because of a requirement to repay the allocation in certain circumstances, and also because interest accrues). This debt item is introduced for the first time this year with historical data starting in 1999.

Industrial design applications are applications to register an industrial design with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Hague System. Non-resident application refers to an application filed with the IP office of or acting on behalf of a state or jurisdiction in which the first-named applicant in the application is not domiciled. Design count is used to render application data for industrial applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.

The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

AI-derived building footprint polygons for Bonaire from Microsoft's Global ML Building Footprints, in 2 quadkey tiles of line-delimited GeoJSON, uploaded 2026-02-23.

Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.

Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.

Secondary school pupil-teacher ratio is the average number of pupils per teacher in secondary school.

Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Concessional financial flows cover disbursements made through concessional lending facilities. Regional development banks are the African Development Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa; the Asian Development Bank, in Manila, Philippines, which serves South and Central Asia and East Asia and Pacific; the European Bank for Reconstruction and Development, in London, United Kingdom, which serves Europe and Central Asia; and the Inter-American Development Bank, in Washington, D.C., which serves the Americas. Aggregates include amounts for economies not specified elsewhere. Data are in current U.S. dollars.

Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IMF is the International Monetary Fund, which provides concessional lending through the Poverty Reduction and Growth Facility and the IMF Trust Fund. Data are in current U.S. dollars.

Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.

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.

Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.

Information and communication technology goods exports include computers and peripheral equipment, communication equipment, consumer electronic equipment, electronic components, and other information and technology goods (miscellaneous).

AI-derived building footprint polygons for Africa from Microsoft's Global ML Building Footprints, in 219 quadkey tiles of line-delimited GeoJSON, uploaded 2026-02-23.

Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.

Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.

AI-derived building footprint polygons for Asia from Microsoft's Global ML Building Footprints, in 749 quadkey tiles of line-delimited GeoJSON, uploaded 2026-02-23.

AI-derived building footprint polygons for BirTawl from Microsoft's Global ML Building Footprints, in 4 quadkey tiles of line-delimited GeoJSON, uploaded 2026-02-23.

The share of female pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.

Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.

Information and communication technology goods imports include computers and peripheral equipment, communication equipment, consumer electronic equipment, electronic components, and other information and technology goods (miscellaneous).

Lower secondary school starting age is the age at which students would enter lower secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.

Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.

The share of male pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.

The share of 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.

AI-derived building footprint polygons for BosniaandHerzegovina from Microsoft's Global ML Building Footprints, in 29 quadkey tiles of line-delimited GeoJSON, uploaded 2026-02-23.

The SPI overall score is a composite score measuring country performance across five pillars: data use, data services, data products, data sources, and data infrastructure. The new Statistical Performance Indicators (SPI) will replace the Statistical Capacity Index (SCI), which the World Bank has regularly published since 2004. Although the goals are the same, to offer a better tool to measure the statistical systems of countries, the new SPI framework has expanded into new areas including in the areas of data use, administrative data, geospatial data, data services, and data infrastructure. The SPI provides a framework that can help countries measure where they stand in several dimensions and offers an ambitious measurement agenda for the international community.

The share of male children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.

Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).

Preprimary school pupil-teacher ratio is the average number of pupils per teacher in preprimary school.

Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.

Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.