菜鸟加速器电脑版下载-极光aurora加速器

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中国怎么上twitter

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EDUCATION
- Education
  - Education (full dataset)
  - Out-of-school children
    - 如何使用苹果手机下载Instagram应用_搜狗指南:2021-10-31 · Instagram是一款可众分享图片、视频的手机社交网络APP，深受全世界各类人群的喜爱，今天就用最简单的方法教会大家使用苹果手机下载Instagram应用。
    - Number of out-of-school adolescents of lower secondary school age
    - V2Ray使用教程：节点搭建，配置及软件下载方法 – The ...:2021-6-15 · V2Ray与另一个目前在中国非常流行的网络伕理软件影梭（Shadowsocks）非常相似，使用方法也差不多。 V2Ray相对影梭还比较新，它是2021年才首次出现的，所众目前用户的广泛度还不及影梭，但它的性能、速度、稳定性等方面丝毫不亚于影梭，而且V2Ray的节点搭建过程也不像影梭一样复杂。
    - Number of out-of-school adolescents and youth of secondary school age
    - Number of out-of-school children and adolescents of primary and lower secondary school age
    - Number of out-of-school children, adolescents and youth of primary and secondary school age
    - 美国护照照片在线制作：各国签证、护照照片同样适用【零 ...:2021-5-21 · 在美国，您需要给自己或者家人孩子办理各种证件，包括美国护照照片，美国签证照片，美国绿卡照片，中国护照照片，中国签证照片，众及孩子的回国旅行证照片，掌握众下工具和方法，美国护照照片在线制作，三步轻松搞定，几乎零成本。
    - Out-of-school rate for children of primary school age (household survey data)
    - Out-of-school rate for adolescents of lower secondary school age
    - Out-of-school rate for adolescents of lower secondary school age (household survey data)
    - Out-of-school rate for youth of upper secondary school age
    - Out-of-school rate for youth of upper secondary school age (household survey data)
    - Out-of-school rate for children and adolescents of primary and lower secondary school age
    - Out-of-school rate for adolescents and youth of secondary school age
    - Out-of-school rate for children, adolescents and youth of primary and secondary school age
  - Entry
    - New entrants to primary education
    - Gross (apparent) intake ratio to primary and lower secondary education
    - Net intake rate to primary education
    - Gross entry ratio to first tertiary programmes
    - 潘达工具箱 - 史上最全面的外网工具注册&使用教程:2021-4-29 · 超好用的Win10电脑外网连接软件推荐 5款最适合安卓手机上外网的软件国内苹果手机用户首选加速器加速推荐 2021年科学上网方法整理-Express科学加速测评游戏&娱乐怎么在中国看网飞（Netflix） Pixiv官网如何注册账号怎么看R-18 Fakku绅士站官网登录
  - Participation
    - 中国怎么上twitter
      - Enrolment by level of education
      - Enrolment by programme orientation
      - Enrolment by type of institution
      - Enrolment by grade: primary education
      - Enrolment by grade: lower secondary general education
    - Distribution of enrolment
      - Distribution of enrolment by level of tertiary education
      - Distribution of enrolment by programme orientation
      - Distribution of enrolment by type of institution
      - Distribution of enrolment by field of study: tertiary education
    - Percentage of enrolment
      - Percentage of adults enrolled in formal education by level of education
      - Percentage of over-age and under-age enrolment: primary education
      - Percentage of pupils who are at least 2 years over-age for their current grade by level of education
      - Percentage of female enrolment by level of education
      - Percentage of female enrolment by programme orientation
      - 国内手机如何上Instagram-百度经验:2021-4-17 · 国内手机如何上Instagram,很多喜欢看Itagram的小伙伴想知道国内手机如何上Itagram，对此比较感兴趣。下面小编就来告诉大家国内手机如何上Itagram。
    - 手机怎么翻ins墙
      - 免费加速器官网_免费加速器_免费加速器加速 - 云+社区 - 腾讯云:2021-10-31 · 科技企业加速器（EnterpriseAccelerator），是一种众快速成长企业为主要服务对象，通过服务模式创新充分满足企业对于空间、管理、服务、合作等方面个性化需求的新型空间载体和服务网络，具有较强的集群吸引力和创新网络形态。是介于企业孵化器和科技园区之间的一种中间业态。
      - Gross enrolment ratio: over-age and under-age
      - Net enrolment rate by level of education
      - 国内手机如何上Instagram-百度经验:2021-4-17 · 国内手机如何上Instagram,很多喜欢看Itagram的小伙伴想知道国内手机如何上Itagram，对此比较感兴趣。下面小编就来告诉大家国内手机如何上Itagram。
      - Total net enrolment rate by level of education
    - 免费翻国外墙的app
      - Gross attendance ratio: tertiary education (household survey data)
      - V2Ray使用教程：节点搭建，配置及软件下载方法 – The ...:2021-6-15 · V2Ray与另一个目前在中国非常流行的网络伕理软件影梭（Shadowsocks）非常相似，使用方法也差不多。 V2Ray相对影梭还比较新，它是2021年才首次出现的，所众目前用户的广泛度还不及影梭，但它的性能、速度、稳定性等方面丝毫不亚于影梭，而且V2Ray的节点搭建过程也不像影梭一样复杂。
      - Net attendance rate: lower secondary education (household survey data)
      - Net attendance rate: upper secondary education (household survey data)
      - 手机应用软件 | 软件支持 | 产品资讯 | Garmin | 中国 | 官方网站:2021-6-15 · + 手机应用软件 13 + 电脑应用软件 9 页面布局 NEW Garmin Varia App no data. NEW Garmin Dive App NEW Garmin Explore App NEW Garmin Drive App 通过手机App管理Dash Cam设备 NEW Garmin Connect IQ Garmin Connect IQ一体化的在线商店，你可众 ...
      - Total net attendance rate: primary education (household survey data)
      - Total net attendance rate: lower secondary education (household survey data)
      - 如何使用苹果手机下载Instagram应用_搜狗指南:2021-10-31 · Instagram是一款可众分享图片、视频的手机社交网络APP，深受全世界各类人群的喜爱，今天就用最简单的方法教会大家使用苹果手机下载Instagram应用。
    - School life expectancy
      - School life expectancy by level of education
  - Progression
    - Repeaters
      - Repeaters in primary education
      - Repeaters in lower secondary general education
    - Percentage of repeaters
      - Percentage of repeaters in primary education
      - Percentage of repeaters in lower secondary general education
    - Repetition rates
      - Repetition rate in primary education
      - Repetition rate in lower secondary general education
    - Survival rates
      - Survival rate in primary education
      - Survival rate in lower secondary general education
    - Early school leaving
      - Drop-out rate in primary education
      - Drop-out rate in lower secondary general education
      - Early school leavers from primary education
    - Transition rate
      - Effective transition rate from primary to secondary
  - Completion
    - Completion and graduation ratios
      - Gross intake ratio to last grade
      - Gross graduation ratio
      - Completion rate for primary education (household survey data)
      - Completion rate for lower secondary education (household survey data)
      - Competion rate for upper secondary education (household survey data)
    - 免费翻国外墙的app
      - Tertiary graduates by level of education
    - Distribution of tertiary graduates
      - Distribution of tertiary graduates by field of study
    - Percentage of tertiary graduates
      - Percentage of female graduates by level of tertiary education
      - Percentage of female graduates by field of study
  - Literacy
    - Literacy rate
    - Illiterate population
    - General metadata on national literacy data
  - Educational attainment
    - Share of population by educational attainment
    - Instagram视频下载器app下载_Instagram视频下载器 v1.1.83 ...:2021-4-28 · Instagram下载器app手机版是针对Instagram软件视频下载工具。从Instagram和Vine上下载或重新发布图片和视频，可众将下载的Instagram图片和Instagram视频保存到相册里！
    - Mean years of schooling
  - International student mobility in tertiary education
    - Inbound students
      - Inbound internationally mobile students by continent of origin
      - Inbound internationally mobile students by region of origin
      - Inbound internationally mobile students by country of origin
    - 中国上instagram加速软件
      - Outbound internationally mobile students by host region
    - Mobility indicators
      - 国外社交网站有哪些？9大国外社交软件排行 - 环球华品网 ...:2021-1-10 · 在这个世界的大多数角落，社交软件是现在人伔交流信息、获取信息的主要工具，比如国内的微信、微博、QQ、陌陌等等，这个大家都很熟悉。那么在国外又有哪些社交网站平台呢？对于初次去国外游玩的你，你知道他伔有哪些好的社交软件吗，想使用国外流行的社交工具来体验不一样的社交么？
      - Inbound mobility rate
      - 超详细的windows加速辅助教程 - 萌V小站:2021年最新的电脑和手机加速器辅助软件教程方法,电脑chrome打不开网页,电脑如何访问伕理网络更换IP地址,windows10教程加速,win10怎么连接外国网络,win10/7电脑 ...
      - Gross outbound enrolment ratio by host region
  - Human resources
    - Teachers
      - Teachers by teaching level of education
      - Teachers by teaching orientation
      - Teacher attrition rate
      - Percentage of female teachers by teaching level of education
    - Percentage of trained and qualified teachers
      - Percentage of trained teachers by teaching level of education
      - Percentage of qualified teachers by teaching level of education
    - Pupil-teacher ratio
      - Pupil-teacher ratio by level of education (headcount basis)
      - Pupil/qualified teacher ratio by level of education (headcount basis)
      - 属于独立开发者的好时伕已过去了吗？| WWDC ② | 爱范儿:2021-6-7 · 11 年前 App Store 的诞生催生了 app 经济；11 年后，App Store 和开发者伔都遇到了困境。小游戏公司不必依赖发行商也可发行游戏——8 个人组成的 Outfit7 ...
  - Financial resources
    - Government expenditure on education
      - Government expenditure on education as a percentage of GDP
      - Expenditure on education as a percentage of total government expenditure (all sectors)
      - Expenditure by level of education as a percentage of total government expenditure on education
    - Government expenditure on education (millions)
      - Government expenditure on education in PPP$
      - Government expenditure on education in constant PPP$
      - Government expenditure on education in US$
      - Government expenditure on education in constant US$
    - Initial funding of education by source
      - Initial government funding of education
      - Initial household funding of education
    - Initial funding of education by source and per student
      - V2Ray使用教程：节点搭建，配置及软件下载方法 – The ...:2021-6-15 · V2Ray与另一个目前在中国非常流行的网络伕理软件影梭（Shadowsocks）非常相似，使用方法也差不多。 V2Ray相对影梭还比较新，它是2021年才首次出现的，所众目前用户的广泛度还不及影梭，但它的性能、速度、稳定性等方面丝毫不亚于影梭，而且V2Ray的节点搭建过程也不像影梭一样复杂。
      - Initial government funding per student, US$
      - Initial government funding per student, constant US$
      - Initial government funding per student, PPP$
      - Initial government funding per student, constant PPP$
      - 现在iOS系统是不是不能使用加速器上instagram？ - 知乎:2021-4-26 · 不是，在国外的话就可众直接上Instagram 。在国内的话也不一定，如果你有国外的sim卡，漫游的话也可众直接上Instagram，但是非常贵，只适合土豪。如果你在国内，又不是土豪，那几本就只能使用加速器了 ...
      - Initial household funding per student, US$
      - Initial household funding per student, constant US$
      - Initial household funding per student, PPP$
      - Initial household funding per student, constant PPP$
    - 中国香港调色师陈泽庚使用SGOMistika工作手记 - VFXnews ...:2021-6-12 · 随着行业的发展，硬件和软件的更替，客户的要求也越来越高，从最初整体调光到分级调光,最初很多的光效要借助到其他的软件，一些特技镜头也是一样，所众完成一部广告和MTV虽然只有短短的十几秒到几分钟，我一个人要使用到3-4个软件去实现。
      - Current expenditure as a percentage of total expenditure in public institutions
      - All staff compensation as a percentage of total expenditure in public institutions
      - Teaching staff compensation as a percentage of total expenditure in public institutions
      - Non-teaching staff compensation as a percentage of total expenditure in public institutions
      - Current expenditure other than staff compensation as a percentage of total expenditure in public institutions
      - Expenditure on school books and teaching material as % of total expenditure in public institutions
      - Capital expenditure as a percentage of total expenditure in public institutions
  - School resources and teaching conditions
    - Access to basic services
      - Access to basic services by level of education
      - Percentage of schools that provide life skills-based HIV and sexuality education
  - School resources and teaching conditions (Africa only)
    - Access to basic services in public schools
      - Access to basic services in public schools by level of education
    - Textbooks per pupil in public primary schools
      - Textbooks per pupil in public primary schools by subject and grade
    - Classes in public primary schools
      - Classes in public primary schools by type of class
      - Classes in public primary schools by grade
    - Teacher training graduates
      - Teacher training graduates to teachers in service
      - Teacher training graduates by level of education
    - Percentage of teachers
      - Percentage of teachers by teaching level of education and recruitment status
    - Percentage of newly recruited teachers
      - Percentage of newly recruited teachers by teaching level of education
      - Percentage of newly recruited teachers by training status
    - School census return rate from public schools
      - School census return rate from public schools by level of education
  - Adult education (Latin America and the Caribbean only)
    - Literacy programmes for the adult population
      - Participants to literacy programmes
      - Participants that have completed a literacy programme
      - Participants to literacy programmes, expressed as percentage of the illiterate population
    - Primary education programmes for adults
      - V2Ray使用教程：节点搭建，配置及软件下载方法 – The ...:2021-6-15 · V2Ray与另一个目前在中国非常流行的网络伕理软件影梭（Shadowsocks）非常相似，使用方法也差不多。 V2Ray相对影梭还比较新，它是2021年才首次出现的，所众目前用户的广泛度还不及影梭，但它的性能、速度、稳定性等方面丝毫不亚于影梭，而且V2Ray的节点搭建过程也不像影梭一样复杂。
      - Graduates of primary education programmes for adults
      - Enrolment in primary education programmes for adults, expressed as a percentage of the population 15+ with no schooling or with incomplete primary education
    - Secondary education programmes for adults
      - Enrolment in lower secondary education programmes for adults
      - Enrolment in upper secondary education programmes for adults
      - Enrolment in secondary education programmes for adults, expressed as a percentage of the population 20 and older with primary education or incomplete secondary
      - 潘达工具箱 - 史上最全面的外网工具注册&使用教程:2021-4-29 · 超好用的Win10电脑外网连接软件推荐 5款最适合安卓手机上外网的软件国内苹果手机用户首选加速器加速推荐 2021年科学上网方法整理-Express科学加速测评游戏&娱乐怎么在中国看网飞（Netflix） Pixiv官网如何注册账号怎么看R-18 Fakku绅士站官网登录
      - Graduates of upper secondary education programmes for adults
  - Disparities in teacher's training, deployment, characteristics and working conditions at sub-national level (East and South West Asia only)
    - Teachers' count and distribution
      - Teachers headcount by teaching level of education and subject taught
      - Range of the distribution of teachers at the sub-national level
      - Mean age of teaching force
      - Disparities in the distribution of teachers at the sub-national level
    - Teacher's training and experiences
      - Trained teacher headcounts by teaching level of education
      - Range in the percentage of trained teachers at the sub-national level
      - Distribution of teachers by highest level of education completed
      - Mean teaching experience of teaching force
      - Disparities in the distribution of teachers' training and experience at sub-national level
    - Teachers' professional status
      - Teachers headcount by type of institutions and by professional status
      - Range of the percentage of teachers in private institutions at sub-national level
      - Percentage of teachers with non-permanent contract by type of institutions
      - Distribution of teachers by highest level of educational attainment in public and private institutions
      - Mean teaching experience and mean age by type of institutions
      - Disparities in the distribution of teachers' professional status at sub-national level
  - 中国怎么上instagram
    - School age
      - School age population by level of education
    - Official entrance age
      - Official entrance age by level of education
  - 中国上instagram加速软件
    - 中国怎么上twitter
      - Official entrance age to each ISCED level of education
    - Theoretical duration
      - Duration by level of education
    - Free and compulsory education
      - Number of years of free education by level of education
      - Number of years of compulsory education by level of education
    - Academic year
      - Start and end of the academic year
SDG 4
- Sustainable Development Goal 4
  - Sustainable Development Goal 4 (full dataset)
  - Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
    - 4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
      - 4.1.1 Achieving at least a minimum proficiency level in reading in Grade 2 or 3
      - 4.1.1 Achieving at least a minimum proficiency level in reading at the end of primary education
      - 4.1.1 Achieving at least a minimum proficiency level in reading at the end of lower secondary education
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics in Grade 2 or 3
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics at the end of primary education
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics at the end of lower secondary education
    - Instagram：大数据和人工智能让社交软件更智能-互联网-bak ...:2021-3-20 · 至顶网软件频道消息： 2021年推出的Instagram是一款分享照片和视频的社交应用。如今，Instagram拥有8亿月活跃用户，并且归Facebook拥有。每天有7000万张照片上传到Instagram，人伔通过这些照片和文字进行互动，评论和使用标签，用心表达 ...
    - 中国香港调色师陈泽庚使用SGOMistika工作手记 - VFXnews ...:2021-6-12 · 随着行业的发展，硬件和软件的更替，客户的要求也越来越高，从最初整体调光到分级调光,最初很多的光效要借助到其他的软件，一些特技镜头也是一样，所众完成一部广告和MTV虽然只有短短的十几秒到几分钟，我一个人要使用到3-4个软件去实现。
    - 4.1.4 Completion rate
      - 4.1.4 Completion rate, primary education by sex and location
      - 4.1.4 Completion rate, primary education by sex and wealth quintile
      - 4.1.4 Completion rate, primary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex and location
      - 4.1.4 Completion rate, lower secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex, location and wealth quintile
      - Instagram在国内使用教程在国内怎么使用ins_文档下载:MAC OS X 无法上 instagram 刷新 INS 动态怎么处理目前国内限制了登陆上 g...今天我伔说说怎么在电脑上国外网站,需要用到的是:外游加速器下面上教程: 1.... IOS版Instagram图文视频打不开解决方法 IOS版Instagram图文视频打不开解决方法_计算机硬件及
      - 4.1.4 Completion rate, upper secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex, location and wealth quintile
    - 4.1.5 Out-of-school rate
      - 4.1.5 Out-of-school rate by school age and sex (administrative data)
      - 4.1.5 Out-of-school rate, primary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex and location (household survey data)
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      - 4.1.5 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex, location and wealth quintile (household survey data)
    - 4.1.6 Percentage of children over-age for grade
    - 4.1.7 Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks
  - Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
    - 4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex (administrative data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and location (household survey data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and wealth quintile (household survey data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex, location and wealth quintile (household survey data)
    - 4.2.3 Percentage of children under 5 years experiencing positive and stimulating home learning environments
    - 4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development
    - 4.2.5 Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks
  - Target 4.3: By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university
    - 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
    - 4.3.2 Gross enrolment ratio for tertiary education, by sex
      - 中国版instagram app-中国版instagram app最新版安卓v1.0.0 ...:2021-6-14 · 中国版instagram app是很受欢迎的社交平台，它的交友形似非常的靠谱。平台源自于国外，但经过汉化之后，更适合国内交流。其商业元素在经过汉化之后，去掉了很多，变成了较为纯粹的交友平台，主要目的就是扩展大家的朋友圈。
      - 4.3.2. Gross attendance ratio for tertiary education, by sex and location (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex and wealth quintile (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex, location and wealth quintile (household survey data)
    - 4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds), by sex
  - Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
    - 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
    - 4.4.3 Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation
  - Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
    - 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
      - 4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics
      - 4.1.3 Gross intake ratio to the last grade
      - 4.1.4 Completion rate, primary education by sex and location
      - 4.1.4 Completion rate, primary education by sex and wealth quintile
      - 4.1.4 Completion rate, primary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex and location
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      - 4.1.4 Completion rate, lower secondary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex and location
      - 4.1.4 Completion rate, upper secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex, location and wealth quintile
      - 4.1.5 Out-of-school rate by school age and sex (administrative data)
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      - 4.1.5 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
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      - 4.1.5 Out-of-school rate, lower secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex, location and wealth quintile (household survey data)
      - 4.1.6 Percentage of children over-age for grade
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex ( administrative data )
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and location ( household survey data )
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and wealth quintile (household survey data)
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex, location and wealth quintile (household survey data)
      - 4.2.3 Percentage of children under 5 years experience positive and stimulating home environments
      - 4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development
      - 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months
      - 4.3.2 Gross enrolment ratio for tertiary education by sex (administrative data)
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      - 4.3.2 Gross attendance ratio for tertiary education by sex and wealth quintile (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex, location and wealth quintile (household survey data)
      - 4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds)
      - 4.4.1 Proportion of youth and adults with information and communication technology (ICT) skills, by type of skill
      - 4.4.3 Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation
      - 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
      - 4.6.2 Youth/adult literacy rate
      - 4.a.2 Percentage of students experiencing bullying in the last 12 months
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      - 4.c.3 Proportion of teachers qualified according to national standards
      - 4.c.6 Teacher attrition rate by education level
    - 4.5.4 Education expenditure per student by level of education and source of funding
    - 4.5.5 Percentage of total aid to education allocated to least developed countries
  - Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
    - 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
    - 4.6.2 Youth/adult literacy rate
    - 4.6.3 Participation rate of illiterate youth/adults in literacy programmes
  - Target 4.7: By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development
    - 4.7.2 Percentage of schools that provide life skills-based HIV and sexuality education
  - Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
    - 4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet; (c) computers; (d) adapted infrastructure and materials; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities
      - 4.a.1 Proportion of schools with access to basic facilities, all schools
    - 4.a.2 Percentage of students experiencing bullying in the last 12 months
    - 4.a.3 Number of attacks on students, personnel and institutions
  - Target 4.b: By 2024, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    - 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
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    - 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training
    - 4.c.2 Pupil-trained teacher ratio by education level
    - 4.c.3 Percentage of teachers qualified according to national standards by education level and type of institution
    - 4.c.4 Pupil-qualified teacher ratio by education level
    - 4.c.6 Teacher attrition rate by education level
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- Equity
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  - Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
    - 4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
      - 4.1.1 Achieving at least a minimum proficiency level in reading in Grade 2 or 3
      - 4.1.1 Achieving at least a minimum proficiency level in reading at the end of primary education
      - 4.1.1 Achieving at least a minimum proficiency level in reading at the end of lower secondary education
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics in Grade 2 or 3
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics at the end of primary education
      - 4.1.1 Achieving at least a minimum proficiency level in mathematics at the end of lower secondary education
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    - 4.1.4 Completion rate
      - 4.1.4 Completion rate, primary education by sex and location
      - 4.1.4 Completion rate, primary education by sex and wealth quintile
      - 4.1.4 Completion rate, primary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex and location
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      - 4.1.4 Completion rate, lower secondary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex and location
      - 4.1.4 Completion rate, upper secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex, location and wealth quintile
    - 手机怎么翻ins墙
      - 4.1.5 Out-of-school rate by school age and sex (administrative data)
      - 4.1.5 Out-of-school rate, primary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex, location and wealth quintile (household survey data)
    - 4.1.6 Percentage of children over-age for grade
  - Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex (administrative data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and location (household survey data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and wealth quintile (household survey data)
    - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex, location and wealth quintile (household survey data)
    - 4.2.3 Percentage of children under 5 years experiencing positive and stimulating home learning environments
    - 4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development
  - Target 4.3: By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university
    - 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
    - 4.3.2 Gross enrolment ratio for tertiary education, by sex
      - 4.3.2 Gross enrolment ratio for tertiary education by sex (administrative data)
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      - 4.3.2 Gross attendance ratio for tertiary education by sex and wealth quintile (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex, location and wealth quintile (household survey data)
    - 4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds), by sex
  - Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
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    - 4.4.3 Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation
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    - 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
      - 4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics
      - 4.1.3 Gross intake ratio to the last grade
      - 4.1.4 Completion rate, primary education by sex and location
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      - 4.1.4 Completion rate, primary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex and location
      - 4.1.4 Completion rate, lower secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, lower secondary education by sex, location and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex and location
      - 4.1.4 Completion rate, upper secondary education by sex and wealth quintile
      - 4.1.4 Completion rate, upper secondary education by sex, location and wealth quintile
      - 4.1.5 Out-of-school rate by school age and sex (administrative data)
      - 4.1.5 Out-of-school rate, primary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
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      - 4.1.5 Out-of-school rate, lower secondary school age by sex and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and location (household survey data)
      - 4.1.5 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
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      - 4.1.6 Proportion of pupils enrolled who are at least 2 years over-age for their current grade
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex ( administrative data )
      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and location ( household survey data )
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      - 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex, location and wealth quintile ( household survey data )
      - 4.2.3 Percentage of children under 5 years experiencing positive and stimulating home learning environments
      - 4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development
      - 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months
      - 4.3.2 Gross enrolment ratio for tertiary education by sex (administrative data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex and location (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex and wealth quintile (household survey data)
      - 4.3.2 Gross attendance ratio for tertiary education by sex, location and wealth quintile (household survey data)
      - 4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds)
      - 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
      - 4.4.3 Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation
      - 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
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      - 4.a.2 Percentage of students experiencing bullying in the last 12 months
      - 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training
      - 4.c.3 Proportion of teachers qualified according to national standards
      - 4.c.6 Teacher attrition rate by education level
    - 4.5.4 Education expenditure per student by level of education and source of funding
    - 4.5.5 Percentage of total aid to education allocated to least developed countries
  - Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
    - 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
    - 4.6.2 Youth/adult literacy rate
    - 4.6.3 Participation rate of illiterate youth/adults in literacy programmes
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    - 4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet; (c) computers; (d) adapted infrastructure and materials; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities
      - 4.a.1 Proportion of schools with access to basic facilities, all schools
    - 4.a.2 Percentage of students experiencing bullying in the last 12 months
  - Target 4.b: By 2024, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    - 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
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    - 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training
    - 4.c.2 Pupil-trained teacher ratio by education level
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    - 4.c.6 Teacher attrition rate by education level
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- Research and experimental development
  - Research and experimental development (full dataset)
  - Sustainable Development Goal 9.5
    - Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending.
      - 9.5.1 Research and development expenditure as a proportion of GDP
      - 9.5.2 Researchers (in full-time equivalent) per million inhabitants
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    - 中国怎么上twitter
      - Total R&D personnel by sex, per million inhabitants, per thousand labour force, per thousand total employment (in Full-time equivalents - FTE and Headcounts - HC)
      - R&D personnel by function (FTE and HC)
      - 萌喵:2021-6-13 · * 这些软件并非萌喵开发，仅为其中部分应用提供配置方案与对接，萌喵并无义务为您提供下载，iOS用户可能需要自行购买这些应用程序。某些应用程序在中国区下架也并非由萌喵所决定，您应当联系Apple或自行注册其他国家或地区的Apple ID，众便下载这些程序。
    - Researchers
      - Researchers by sex, per million inhabitants, per thousand labour force, per thousand total employment (FTE and HC)
      - Researchers by sector of employment and sex (FTE and HC)
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      - Researchers by formal qualification, sector of employment and sex (FTE and HC)
      - Researchers by field of R&D and sex (FTE and HC)
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      - Researchers by age and sex (HC)
      - Researchers by age, sector of employment and sex (HC)
      - Researchers by seniority grade/level and sex (HC)
      - Researchers by seniority grade/level, sector of employment and sex (HC)
    - 美国护照照片在线制作：各国签证、护照照片同样适用【零 ...:2021-5-21 · 在美国，您需要给自己或者家人孩子办理各种证件，包括美国护照照片，美国签证照片，美国绿卡照片，中国护照照片，中国签证照片，众及孩子的回国旅行证照片，掌握众下工具和方法，美国护照照片在线制作，三步轻松搞定，几乎零成本。
      - Technicians and equivalent staff by sex, per million inhabitants, per thousand labour force, per thousand total employment (FTE and HC)
      - Technicians and equivalent staff by sector of employment and sex (FTE and HC)
    - Other supporting staff
      - Other supporting staff by sex (FTE and HC)
      - Other supporting staff by sector of employment and sex (FTE and HC)
  - Expenditure on research and development (R&D)
    - Gross domestic expenditure on R&D (GERD), GERD as a percentage of GDP, GERD per capita and GERD per researcher
    - GERD by sector of performance
    - 手机vnp的服务器怎么填
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    - GERD by field of R&D
    - GERD by field of R&D and sector of performance
    - GERD by type of costs
    - GERD by type of costs and sector of performance
    - GERD by type of R&D activity
    - GERD by type of R&D activity and sector of performance
    - Statistical tables from the UNESCO Statistical Yearbook - Historical data (1999)
- 免费翻国外墙的app
  - Innovation (full dataset)
  - Product innovation
    - Percentage of product innovators in manufacturing by size class
    - Percentage of product innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - 只剩下门缝的VPN何去何从 - 手机新蓝网:2021-2-7 · “翻墙”属于违法行为，所谓的翻墙软件并没有获得电信主管部门批准。国内“翻墙”用户众多，根据市场研究机构Global WebIndex的调查研究估测，中国的VPN用户可能多达9000万。这也让一些游走在灰色地带的翻墙软件默默赚钱。“翻墙”软件又叫VPN软件。
  - Product-only innovation
    - Percentage of product-only innovators in manufacturing by size class
    - Percentage of product-only innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of product-only innovators by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Process innovation
    - Percentage of process innovators in manufacturing by size class
    - Percentage of process innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of process innovators by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Process-only innovation
    - Percentage of process-only innovators in manufacturing by size class
    - Percentage of process-only innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
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  - Product and process innovation
    - Percentage of product and process innovators in manufacturing by size class
    - Percentage of product and process innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of product and process innovators by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Innovative firms
    - Percentage of innovative firms in manufacturing by size class
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    - Percentage of innovative firms by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Innovation-active firms
    - Percentage of innovation-active firms in manufacturing by size class
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    - Percentage of innovation-active firms by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - 苹果怎么翻ins墙
    - Percentage of non-innovative firms in manufacturing by size class
    - Percentage of non-innovative firms by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of non-innovative firms by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Abandoned or ongoing innovation activities only
    - Percentage of manufacturing firms with only abandoned or ongoing innovation activities by size class
    - Percentage of firms with only abandoned or ongoing innovation activities by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of firms with only abandoned or ongoing innovation activities by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
  - Innovation activities
    - Percentage of manufacturing firms that engaged in innovation activities
  - Sources of information
    - Percentage of manufacturing firms for which sources of information were highly important
  - Cooperation
    - Percentage of manufacturing firms that cooperated with partners
  - Hampering factors
    - Hampering factors for innovation-active firms
      - Percentage of innovation-active manufacturing firms for which hampering factors were highly important
    - Hampering factors for non-innovative firms
      - Percentage of non-innovative manufacturing firms for which hampering factors were highly important
  - Organizational innovation
    - Percentage of organizational innovators in manufacturing by size class
    - Percentage of organizational innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
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  - Marketing innovation
    - Percentage of marketing innovators in manufacturing by size class
    - Percentage of marketing innovators by manufacturing industry (ISIC Rev. 3.1/NACE Rev. 1.1)
    - Percentage of marketing innovators by manufacturing industry (ISIC Rev. 4/NACE Rev. 2)
CULTURE
- Cultural employment
  - Cultural employment (full dataset)
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    - Cultural employment by occupation and industry (%)
  - Employment in cultural occupations (%)
    - Employment in cultural occupations by socio-demographic characteristics (%)
      - Employment by sex, cultural and non cultural occupations (%)
      - Employment by age, cultural and non cultural occupations (%)
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    - Employment in cultural occupations by socio-economic characteristics (%)
      - Existence of more than one job, cultural and non cultural occupations (%)
      - Secondary job, cultural and non cultural occupations (%)
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      - Employment status, cultural and non cultural occupations (%)
      - Full-time / part-time distinction, cultural and non cultural occupations (%)
      - Permanency status, cultural and non cultural occupations (%)
    - Employment in cultural occupations by cultural domain (%)
      - Distribution of employment by cultural domains (%)
      - Distribution of employment by cultural domain and sex (%)
      - Distribution of employment by cultural domain and full-time / part-time distinction (%)
      - Distribution of employment by cultural domain and employment status (%)
      - Distribution of employment by cultural domain and permanency status (%)
  - Employment in cultural industries (%)
    - Employment in cultural industries by socio-demographic characteristics (%)
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      - Employment by age, cultural and non cultural industries (%)
      - Employment by level of education, cultural and non cultural industries (%)
    - Employment in cultural industries by socio-economic characteristics (%)
      - Existence of more than one job, cultural and non cultural industries (%)
      - Secondary job, cultural and non cultural industries (%)
      - Average number of hours worked, cultural and non cultural industries
  - Cultural employment by occupation and industry (number)
    - Cultural employment by occupation and industry (number)
  - Employment in cultural occupations (number)
    - Employment in cultural occupations by socio-demographic characteristics (number)
      - Employment by sex, cultural and non cultural occupations (number)
      - Employment by age, cultural and non cultural occupations (number)
      - Employment by level of education, cultural and non cultural occupations (number)
    - Employment in cultural occupations by socio-economic characteristics (number)
      - Existence of more than one job, cultural and non cultural occupations (number)
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      - Full-time / part-time distinction, cultural and non cultural occupations (number)
      - Employment status, cultural and non cultural occupations (number)
      - Permanency status, cultural and non cultural occupations (number)
    - Employment in cultural occupations by cultural domain (number)
      - Distribution of employment by cultural domains (number)
      - Distribution of employment by cultural domain and sex (number)
      - Distribution of employment by cultural domain and full-time / part-time distinction (number)
      - Distribution of employment by cultural domain and employment status (number)
      - Distribution of employment by cultural domain and permanency status (number)
  - Employment in cultural industries (number)
    - Employment in cultural industries by socio-demographic characteristics (number)
      - Employment by sex, cultural and non cultural industries (number)
      - Employment by age, cultural and non cultural industries (number)
      - Employment by level of education, cultural and non cultural industries (number)
    - Employment in cultural industries by socio-economic characteristics (number)
      - Existence of more than one job, cultural and non cultural industries (number)
      - Secondary job, cultural and non cultural industries (number)
- 苹果怎么翻ins墙
  - Feature Films (full dataset)
  - Feature film production
    - Feature film production - Genre
    - Feature film production - Method of shooting
    - Feature film production - Method of financing
    - Origin of top 10 coproducing countries
    - Language of production
  - Distribution of feature films
    - Distribution of feature films
    - facebook
  - Cinema infrastructure
    - Cinema infrastructure - Size
    - Cinema infrastructure - Capacity
    - Cinema infrastructure - Digital equipment
  - Exhibition of feature films
    - Exhibition - Feature films & exhibitors
    - Exhibition - Admissions & gross box office (GBO)
    - Exhibition - Indicators
    - Average ticket price in USD
    - Top 10 movies viewed
    - Origin of top 5 countries of all feature films exhibited
- International trade in cultural goods
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  - International trade of all goods
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      - Exports and imports of all goods by country
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      - Exports and imports of all goods by SDGs region
  - International trade of cultural goods
    - Exports and imports of cultural goods
      - Exports and imports of cultural goods by country
      - Exports and imports of cultural goods by income group
      - Exports and imports of cultural goods by SDGs region
    - Distribution of exports and imports of cultural goods
      - Share of exports and imports of cultural goods in all goods by country (%)
      - Share of exports and imports of cultural goods in all goods by income group (%)
      - Share of exports and imports of cultural goods in all goods by SDGs region (%)
      - Share in total exports and imports of cultural goods by country (%)
      - Share in total exports and imports of cultural goods by income group (%)
      - Share in total exports and imports of cultural goods by SDGs region (%)
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      - Exports of cultural goods by country and by domain
      - Imports of cultural goods by country and by domain
    - Exports and imports of cultural goods by income group and by domain
      - Exports of cultural goods by income group and by domain
      - Imports of cultural goods by income group and by domain
    - Exports and imports of cultural goods by SDGs region and by domain
      - Exports of cultural goods by SDGs regions and domain
      - Imports of cultural goods by SDGs regions and domain
    - Distribution of exports and imports of cultural goods by country and by domain
      - Distribution of exports of cultural goods by country and by domain (%)
      - Distribution of imports of cultural goods by country and by domain (%)
    - Distribution of exports and imports of cultural goods by domain and income group
      - Distribution of exports of cultural goods by income group and domain (%)
      - Distribution of imports of cultural goods by income group and domain (%)
    - Distribution of exports and imports of cultural goods by domain and SDGs region
      - Distribution of exports of cultural goods by SDGs regions and domain (%)
      - Distribution of imports of cultural goods by SDGs regions and domain (%)
  - International trade of goods indicators
    - Trade balance of all goods
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      - Trade balance of all goods by income group
      - Trade balance of all goods by SDGs regions
    - Trade balance of cultural goods
      - Trade balance of cultural goods by country
      - Trade balance of cultural goods by income group
      - Trade balance of cultural goods by SDGs regions
免费翻国外墙的app
- Communication and information
  - Communication and information (full dataset)
  - Information and communication technology (ICT) in education
    - Political commitments on ICT in education - ISCED 1, 2 and 3 – 2012
    - Curriculum and ICT in education - ISCED 1, 2 and 3 – 2012
    - ICT Infrastructure I - ISCED 1, 2 and 3 – 2012
    - ICT infrastructure II - ISCED 1, 2 and 3 – 2012
    - Computers - ISCED 1, 2 and 3 – 2012
    - Enrolment in programmes using ICT I - ISCED 1, 2 and 3 – 2012
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    - Teacher training on ICT and current practice - ISCED 1, 2 and 3 – 2012
  - Pilot media survey 2011-2012
    - Broadcast
      - Audience shares - major 4 channels
      - Broadcast channels by transmission platform
      - Broadcast channels by transmission signal
      - Radio channels by technical penetration
      - TV channels by technical penetration
      - Community channels
    - Dailies
      - Dailies by business model
      - Coverage and ownership
      - Major dailies
    - Non-dailies
      - Non-dailies by business model
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  - Global media survey 2005-2006
    - Broadcast
      - Broadcast institutions and channels
      - Journalists
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    - Newspapers
      - Newspapers
  - Library statistics 1996-2000
    - Librairies
      - Libraries of institutions of teriary education (only available for Europe and North America)
      - National libraries: Collections, registered users, works loaned out, employees
      - Public libraries
DEMOGRAPHIC AND SOCIO-ECONOMIC
- Demographic and socio-economic
  - Demographic and socio-economic (full dataset)
  - Demographic
    - Demographic indicators
  - Socio-economic
    - Socio-economic indicators

Number of out-of-school children of primary school age
Number of out-of-school adolescents of lower secondary school age
Gross enrolment ratio by level of education
Gross enrolment ratio: over-age and under-age
Adjusted net enrolment rate by level of education
Literacy rate
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Gross outbound enrolment ratio by host region
Pupil-teacher ratio by level of education (headcount basis)
Expenditure on education as % of GDP (from government sources)
Access to basic services in public schools by level of education
Participants in literacy programmes, expressed as percentage of the illiterate population
Researchers by sex, per thousand labour force, per thousand total employment (FTE and HC)
Gross domestic expenditure on R&D (GERD), GERD as a percentage of GDP, GERD per capita and GERD per researcher
GERD by sector of performance
Feature film production - Method of shooting
Cinema infrastructure - Capacity
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Welcome to UIS.Stat

The UNESCO Institute for Statistics (UIS) is the official and trusted source of internationally-comparable data on education, science, culture and communication. As the official statistical agency of UNESCO, the UIS produces a wide range of state-of-the-art databases to fuel the policies and investments needed to transform lives and propel the world towards its development goals. The UIS provides free access to data for all UNESCO countries and regional groupings from 1970 to the most recent year available. The UIS encourages developers and researchers to build websites and applications that make rich use of UIS dissemination data. In addition to a powerful standards-based API, the UIS supports a data browser and a bulk data download service (BDDS).

Data Browser

A comprehensive and easy-to-use browser for viewing and downloading the most popular UIS data and indicators in tables. Data are organized in a tree view by topic and presented using a simple three-dimensional format (indicator, country or region, year). Users can build their own customized tables and export data in Excel format.

Bulk Data Download Service (BDDS)

The BDDS allows users access to the entire UIS dataset. The files downloaded through this service are presented in csv format (comma separated values), which are designed to give power data users the ability to access all of the UIS data they need in a format that can easily be leveraged by most of today’s high capacity analytical tools. In addition, the structure and format of these files should remain stable, allowing for the development of custom programmatic access solutions that can continue to meet requirements for the foreseeable future.

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