Organisation for Economic Co-operation and Development

This dataset contains key internationally comparable indicators on children’s well being outcomes, a range of additional context indicators on important drivers of child well being, and child relevant public policies. The dataset is built using the latest available data from OECD databases and a range of leading international child surveys and data collection programmes. Indicators are selected based on a multi-dimensional and forward looking approach to child well-being, centred on the idea that children should be able to both enjoy a “good” positive childhood in the here and now, and have the opportunity to develop skills and abilities that set them up well for the future. While the data look to cover the well-being of children of all ages, limitations in data availability mean that most indicators focus on those in middle childhood and adolescence. This dataset represents a selection of headline indicators from the OECD Child Well-being Data Portal, a tool for policy makers and the public to monitor countries’ efforts to promote child well being. It is built on the OECD's Child Well-being Measurement Framework as set out in the OECD's 2021 report Measuring What Matters for Child Well-being and Policies.

The country statistical profiles provide a broad selection of indicators, illustrating the demographic, economic, environmental and social developments, for all OECD members. The dataset also covers the five key partner economies with which the OECD has developed an enhanced engagement program with (Brazil, China, India, Indonesia and South Africa) ,accession countries (Colombia, Costa Rica and Lithuania) , Peru and the Russian Federation. The user can easily compare indicators across all countries. Total fertility rates - Unit of measure used: Number of children born to women aged 15 to 49

The classification of personnel is based on functions and organises staff into four main functional categories: 1) Instructional Personnel; including two sub-groups: A. Classroom Teachers (ISCED 0-4) and Academic Staff (ISCED 5-6); and B. Teacher Aides (ISCED 0-4) and Teaching / Research Assistants (ISCED 5-6); 2) Professional Support for Students; including two sub-groups: A. Pedagogical Support (ISCED 0-4) and Academic Support (ISCED 5-6); B. Health and Social Support (ISCED 0-6); 3) Management/Quality Control/Administration; including four subgroups: A. School Level Management (ISCED 0-6); B. Higher Level Management (ISCED 0-6); C. School Level Administrative Personnel (ISCED 0-6); and D. Higher Level Administrative Personnel (ISCED 0-6); 4) Maintenance and Operations Personnel.

Number of students enrolled in different education programmes by country of origin and sex.

Countries report expenditures by sources of funds: Governement (central, regional, local); International agencies and other foreign sources; Households and Other private entities (including firms and religious institutions and other non-profit organisations). Three types of financial transactions can be distinguished: -direct expenditure/payments on educational institutions -Intergovernmental transfers for education -Transfers to students or households and to other private entities.

In view of the strong demand for cross-national indicators on the situation of families and children, the OECD Family Database was developed to provide cross-national indicators on family outcomes and family policies across the OECD countries, its enhanced engagement partners and EU member states. The database brings together information from various national and international databases, both from within the OECD and from external organisations. The database classifies indicators into four main dimensions: (i) structure of families, (ii) labour market position of families, (iii) public policies for families and children and (iv) child outcomes. Detailed information on the definitions, sources and methods used in the construction of the database can be found on the OECD Family Database webpage.

The number of students enrolled refers to the count of students studying in the reference period. Each student enrolled in the education programmes covered by the corresponding category is counted once and only once. National data collection systems permitting, the statistics reflect the number of students enrolled at the beginning of the school / academic year. Preferably, the end (or near-end) of the first month of the school / academic year is chosen (special arrangements are made for part-year students who may not start studies at the beginning of the school year). Students are classified as foreign students (non-citizens) if they are not citizens of the country in which the data are collected. While pragmatic and operational, this classification is inappropriate for capturing student mobility because of differing national policies regarding the naturalisation of immigrants. Countries that have lower propensity to grant permanent residence to its immigrant populations are likely to report second generation immigrants as foreign students. Therefore, for student mobility and bilateral comparisons, interpretations of data based on the concept of foreign students should be made with caution. Students are classified as international students if they left their country of origin and moved to another country for the purpose of study. Depending on country-specific immigration legislation, mobility arrangements, and data availability, international students may be defined as students who are not permanent or usual residents of their country of study or alternatively as students who obtained their prior education in a different country, including another EU country.

This dataset contains the number of people who graduated from an education programme by country of origin and sex.

The OECD Science, Technology and Industry Outlook reviews key trends in STI policies and performance in OECD countries and major emerging economies. It is published every two years and draws on a unique international policy survey conducted by the OECD - with more than 45 countries involved in 2014 - and the latest OECD work on STI policy analysis and measurement. Following an overview of the recent STI global landscape, key current policy issues are discussed across a series of thematic policy profiles. Country profiles report the STI performance of individual countries and the most recent national policy developments.

This dataset presents activities in support of development from philanthropic foundations since 2009, including bilateral activities and core contributions to multilateral organisations. Bilateral activities from this dataset can also be found in the Creditor Reporting System (CRS) database. Collecting data on private philanthropy for development is work in progress, which may explain break in series for some foundations.

For data aligned to Finance, the year shown is the calendar year. For data aligned to personnel, the year shown is the year in which the end of the school year falls (e.g. 2002 refers to the school year 2001/2002), with the exceptions of Korea where the year refers to the year in which the school year begins and Australia and New Zealand where the school academic year corresponds to the calendar year.