Name: GPE Results Forms Database
Creator: World Bank Group
Published: 2013-01-10

The BOOST initiative is a Bank-wide collaborative effort launched in 2010 to facilitate access to budget data and promote effective use for improved decision-making processes, transparency and accountability.

BOOST - Public Expenditure Database

This collection contains datasets that may be useful for analysis, response or modelling for the Coronavirus (COVID-19) pandemic.

Coronavirus (COVID-19) Related Datasets

The Data360 initiative aims to integrate high-value data and knowledge curated in the Bank’s verticals into a user-centered data platform. 

Data 360

The Development Data Partnership platform facilitates formation of public-private partnerships for solving development challenges with technology. Specifically, the Development Data Partnership Working Group organizes opportunities for WBG staff to work with technology companies who offer pro-bono data and resources.

Development Data Partnership

This collection contains discrepancy indexes for UN COMTRADE data that aims to capture both the frequency of missed reporting and its impact on overall recorded trade value

Discrepancy Index

A collection of datasets produced through partnership between the World Bank and the European Space Agency (ESA) Earth Observation for Sustainable Development (EO4SD) initiative.

Earth Observation for Sustainable Development

Open data and analytics for a sustainable energy future.

Energy Data Info

This collection features datasets to support building policies, institutions and investments for inclusive and sustainable growth.

Equitable Growth, Finance and Institutions

Project Page: https://worldbank.github.io/GEEST/README.html 

As part of the “Geospatial Assessment of Women Employment and Business Opportunities in the Energy Sector” project, open-source Gender-related spatial data was collected for 31 Small Island Developing States (SIDS) across the globe, resulting in curated and thoroughly documented geodatabases (GDBs) that are now ready to be explored! 
Fifty-nine spatial layers were identified and then researched for each country, covering the following categories: Demographics and Population | Renewable Energy | Energy Access | Education | Jobs and Finance | Digital Inclusion | Transportation | Safety | Amenities | Climate/Earth | Law/Policy/Government. 


However, not every country GDB contains all 59 data layers, as this was dependent on the availability of open-source data in each SIDS. Users are encouraged to check the accompanying metadata excel file for more information on the datasets in each GDB, the vintage, and the

Gender Spatial Data - Small Island States

A collection of datasets that contain geospatial data. These datasets have one or more resources in a geospatial data format.

Geospatial Datasets

Collection of useful datasets from IMF made available to Bank staff via <a href=http://mydatabank.worldbank.org>myDataBank</a>

IMF Dataset

A collection of datasets to help finance the global infrastructure gap.

Infrastructure Finance Datasets

Data and dataset subscriptions managed by the Library Network on agriculture, business, economics, energy, finance, health, risk, water, and more..

Library Databases

The LinkedIn-World Bank partnership offers data to help governments and researchers understand rapidly evolving labor markets with detailed and dynamic data. It allows leaders to benchmark and compare labor markets across the world; analyze skills, occupations, migration, and industries; and leverage real-time data to make policy changes.Visualizations for many of these data are available at <a href=https://linkedindata.worldbank.org/>linkedindata.worldbank.org</a>

LinkedIn Data for Development

Collection of merchandise trade data available to World Bank staff.

Merchandise Trade Data

This collection includes datasets associated with research organized under the Bank, <a href=http://prwp.worldbank.org target='_blank' title='Opens in a new window'>Policy Research Working Papers</a>.

Policy Research Working Papers

This collection contains data on disaster and climate risk assessments curated by the Global Facility for Disaster Reduction and Recovery (GFDRR).

Risk Data Library

This collection presents software tools and models developed by the World Bank to support monitoring, planning, programming and the economic evaluation of roads and highways works.

Road Software Tools

This spatial database, a product of the South Asia Region Chief Economist's (SARCE) Office, presents data collected from official sources and harmonized into different spatial levels. Data includes economic and environmental data across 12 topic areas, and includes data from four countries in South Asia (Bangladesh, Bhutan, India, and Nepal) for both 2001 and 2011.

SARCE Spatial Database

A collection of country Small Area Estimation (SAE) and Poverty Mapping that contains papers, shapefiles, and datasets produced through partnerships between the World Bank and country statistics offices.

Small area estimates / Poverty mapping

This collection consists of datasets compiled and created by the World Bank Data Lab in response to a request by the Syria Economic Monitor Team to explore alternative data sources to better understand changing trends in trade and economic activity, focusing on: surface cross-border transport routes, changes in observed agricultural production, observed nighttime lights, and reported conflict.

Syria Economic Monitor

A collection of relevant datasets to support operations in Ukraine.

Ukraine datasets

Catalogue lists all the data produced under the partnership contracts between the World Bank Group and the European Space Agency

World Bank (WBG) - European Space Agency (ESA) Database

A collection of datasets to help achieve universal access to reliable and fast internet services for all.

World Bank Digital Development Data

A collection of datasets to help achieve sustainable energy for all.

World Bank Energy Datasets

A collection of datasets to help achieve sustainable mobility for all.

World Bank Transport Data

From Data to a Water-Secure World for All. World Bank Water Data surrounding the three pillars of Sustain Water Resources, Deliver Services and Build Resilience.

World Bank Water Data

The World Development Report 2021: Data for Better Lives explores the tremendous potential of the changing data landscape to improve the lives of poor people, while also acknowledging its potential to open back doors that can harm individuals, businesses, and societies. To address this tension between the helpful and harmful potential of data, this Report calls for a new social contract that enables the use and reuse of data to create economic and social value, ensures equitable access to that value, and fosters trust that data will not be misused in harmful ways. The data used in the WDR2021 are curated as a collection here.

World Development Report 2021

The World Development Report 2022: Finance for an Equitable Recovery examines the central role of finance in the economic recovery from the COVID-19 pandemic. In doing so, it looks into the consequences of the crisis most likely to affect emerging economies and proposes a set of policies to mitigate the interconnected financial risks stemming from the pandemic and to steer economies toward a sustainable and equitable recovery. The data used in the WDR2022 are curated as a collection here.

World Development Report 2022

The World Settlement Footprint Collection includes country datasets describing the evolution of the built-area across the globe at a ~30m resolution.

World Settlement Footprint

Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Laos, grade 5, Mathematics (proficiency)

Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.

PASEC in Senegal, CM1, French (mean score)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Problem solving with periods of time, length, area and volume; embedded and dependent number patterns; develops formulas; recognizes 3D figures after rotation and reflection and embedded figures and right angles in irregular shapes; use data from graphs.

National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)

PASEC in Côte d'Ivoire, CP2 and CM1, French and Mathematics (mean score)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.

National assessment for learning outcomes in Ethiopia, grade 12, English, optimal competency (%)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.

PISA in Kyrgyzstan, grades 8-9, Reading - mathematics (mean score)

Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.

PIRLS in Moldova, grade 4, Reading (mean score)

Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.

PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)

PASEC in Senegal, French (mean score)

National assessment for learning outcomes in Ethiopia, grade 12, Biology, optimal competency (%)

Students with results above the proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.

National assessment for learning outcomes in Ghana, P3, English, students above proficient levels (%)

National assessment for learning outcomes in Laos, grade 5, world around us (proficiency)

International education aid using national public financial management (PFM) systems and expressed as a percentage of the disbursed education aid for the government sector. PFM systems include budge execution procedures, financial reporting procedures and auditing procedures. Donors use national budget execution procedures when the funds they provide are managed according to the national budgeting procedures established in the general legislation and implemented by government. The use of national financial reporting means that donors do not impose additional requirements on governments for financial reporting. The use of national auditing procedures means that donors rely on the audit opinions issued by the country's supreme audit institution and on the government's normal financial reports/statements. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.

Use of public financial management country systems (% of total international aid to education)

International education aid using national procurement systems and procedures expressed as a percentage of the disbursed education aid for the government sector. Donors use national procurement systems when the funds they provide for the implementation of projects and programs are managed according to the national procurement procedures as they were established in the general legislation and implemented by government. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.

Use of procurement country systems (% of total international aid to education)

Number of parallel implementation units (PIUs) in the education sector, as reported by the development donors. A project implementation unit (PIU) is parallel when it is created and operates outside existing country institutional and administrative structures at the behest of a donor. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.

Number of parallel implementation units, education sector

International education aid provided in the context of programme-based approaches (PBAs) and expressed as a percentage of the total disbursed education aid. This indicator is measured by the donors’ use of (general or sector) budget support and/or joint financing mechanisms such as pool funding mechanisms. PBA is a way of engaging in development co-operation based on the principles of coordinated support for a locally owned programme of development, such as a national education plan. Programme-based approaches share the following features: Leadership by the host country; a single comprehensive programme and budget framework; a formalized process for donor coordination and harmonization of donor procedures; efforts to increase the use of country systems. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.

Aid provided through program based approaches (% of international aid to education)

Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

Making the Grade Scores in Ghana, P5, Literacy in English, Zero score

Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), maximal competency

Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Niger, CM2, Mathematics, minimal competency (%)

Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), success rate (%)

Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Niger, CE2, Mathematics, under minimal competency (%)

National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, success rate (%)

National assessment for learning outcomes in Niger, CM2, Mathematics, under minimal competency (%)

Success rate in the end of 1st degree certificate, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Niger, end of 1st degree certificate, success rate (%)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/

PISA in Albania, grade 9 and 10, Reading (mean score)

PASEC in Burkina Faso, CP2, Mathematics (mean score)

National assessment for learning outcomes in Ethiopia, grade 10, Biology, optimal competency (%)

Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Cambodia, grade 6, Language (mean score)

National assessment for learning outcomes in Laos, grade 5, Language (proficiency)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, optimal competency (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads and understands longer passages. Can search backwards or forwards through text for information. Understands paraphrasing. Expanding vocabulary enables understanding of sentences with some complex structure.

National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 3, scores in indicated level (%)

Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org.

SACMEQ in Zambia, grade 5, Reading (mean score)

National assessment for learning outcomes in Ethiopia, grade 10, Chemistry, optimal competency (%)

PISA in Kyrgyzstan, grades 8-9, Reading - reflect and evaluate (mean score)

National assessment for learning outcomes in Laos, grade 5, Mathematics (mean score)

Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Moldova, grade 9, minimal competency (%)

National assessment for learning outcomes (SNERS) in Senegal, CE2, French, optimal competency (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares larger numbers; solves problems involving calendars and currency, area and volume; uses charts and tables for estimation; solves inequalities; transformations with 3D figures; knowledge of angles in regular figures; understands simple transformations with 2D and 3D shapes.

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links information from different parts of the text. Selects and connects text to derive and infer different possible meanings.

National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 4, scores in indicated level (%)

SACMEQ in Zambia, grade 5, Mathematics (mean score)

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), optimal competency (%)

National assessment for learning outcomes in Ethiopia, grade 10, Physics, optimal competency (%)

Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.

TIMSS in Georgia, grade 8, Science (mean score)

PISA in Kyrgyzstan, grades 8-9, Reading - continuous texts (mean score)

National assessment for learning outcomes in Cambodia, grade 9, Language (mean score)

Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Niger, CE2, French, optimal competency (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Calculates with multiple and varied operations; recognizes rules and patterns in number sequences; calculates the perimeter and area of irregular shapes; measurement of irregular objects; recognized transformed figures after reflection; solves problems with multiple operations involving measurement units, percentage and averages.

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), optimal competency (%)

PISA in Kyrgyzstan, grades 8-9, Reading - non-continuous texts (mean score)

Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs.

SACMEQ in Malawi, standards 3,5,7, Reading (mean score)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Matches text at word or sentence level aided by pictures. Restricted to a limited range of vocabulary linked to pictures.

National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 1, scores in indicated level (%)

National assessment for learning outcomes in Zambia, grade 5, Reading (mean score)

Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Georgia, grade 9, Language, students in lowest level (%)

Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.

National assessment for learning outcomes in Ghana, P3, Mathematics, students above proficient levels (%)

National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade) (mean score)

National assessment for learning outcomes in Niger, CM2, French, under minimal competency (%)

National assessment at the end of secondary (BAC) in Guinea, Terminale (mean score)

TIMSS in Ghana, grade 8, Science (mean score)

Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Georgia, grade 1, English, students in higher level (%)

Minimum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, minimum competency

Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Niger, CM2, Mathematics (mean score)

National assessment for learning outcomes in Georgia, grade 9, Language, students in higher level (%)

Mean letters per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

Making the Grade Scores in Ghana, P5, Literacy in English, Letters per minute (mean)

Making the Grade Scores in Ghana, P3 Literacy in English, Words per minute (mean)

National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), optimal competency

National assessment for learning outcomes in Niger, CE2, Mathematics, optimal competency (%)

Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Georgia, grade 9, Language, students in highest level (%)

Mean words per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

Making the Grade Scores in Ghana, P5, Literacy in English, Words per minute (mean)

National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, optimal competency

National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in highest level (%)

National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), mean score of all subjects

PASEC in Cameroon, grades 2 and 5, Mathematics (mean score)

National assessment for learning outcomes in Ethiopia, grade 10, Mathematics, optimal competency (%)

TIMSS in Georgia, grade 4, Mathematics (mean score)

Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Ghana, P6, English, students above mean (%)

PASEC in Guinea, CP2, Mathematics (mean score)

Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes in Moldova, grade 9, mean competency (%)

SACMEQ in Mozambique, grade 5, Mathematics (mean score)

SACMEQ in Malawi, standards 3,5,7, Mathematics (mean score)

National assessment for learning outcomes in Niger, CE2, French (mean score)

Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

National assessment for learning outcomes (SNERS) in Senegal, CE2, French, minimal competency (%)

National assessment for learning outcomes in Zambia, grade 5, Mathematics (mean score)

International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.

International aid disbursed to basic education, GPE Catalytic Fund to Ethiopia (USD million)

International aid disbursed to basic education, UNICEF to Cambodia (USD million)

International aid disbursed to basic education, Switzerland to Niger (USD million)

International aid disbursed to basic education, New Zealand to Afghanistan (USD million)

International aid disbursed to basic education, Italian Cooperation to Ethiopia (USD million)

International aid disbursed to basic education, AUSAID to Cambodia (USD million)

International aid disbursed to basic education, WFP to Laos (USD million)

International aid disbursed to basic education, USAID to Malawi (USD million)

International aid disbursed to basic education, Luxembourg to Niger (USD million)

International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.

International aid disbursed to total education, Portugal to Timor-Leste (USD million)

Local and international civil society organizations (CSO) participating in the Local Education Group (LEG), excluding development partners and government and public entities. The LEG is the local structure of the Global Partnership for Education that brings together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.

Civil society organizations in Local Education Group (1=text in notes)

The starting year for the period in which the Education Sector Plan or Transitional Education Plan is in effect.

Starting year of current Education Sector Plan period (year=full period in notes)

When a Program Implementation Grant is requested from the Global Partnership, a supervising entity (SE) or managing entity (ME) must be designated by the Local Education Group (LEG). They are a bilateral or multilateral development agency. The key difference between these two roles is that a SE will transfer grant funds to the developing-country government, who will implement the program, whereas a ME will manage program activities directly.

GPE Results Forms Database

Metadata