У вас есть несохраненные страницы. Восстановить Отмена
0

Мексика

  • Население:125 385 833 (2014)
  • Площадь:1 943 950 (2014)
  • ВВП на душу населения:10 326 (2014)
  • ВВП, млрд. долл. США:1 295 (2014)
  • Индекс Джини:48,07 (2012)
  • Рейтинг Ease of Doing Business:38 (2015)
Все наборы данных:  B C E F G H I M N O P R S T U W
  • B
  • C
    • Июль 2015
      Источник: Center for World University Rankings
      Загружен: Knoema
      Дата обращения к источнику: 21 июля, 2015
      Выбрать
      The Center for World University Rankings (CWUR) publishes the only global university ranking that measures the quality of education and training of students as well as the prestige of the faculty members and the quality of their research without relying on surveys and university data submissions.
  • E
    • Сентябрь 2015
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 23 ноября, 2015
      Выбрать
      Countries report expenditures by public institutions, government-dependent private institutions, and independent private institutions. These expenditure figures are intended to represent the total cost of services provided by each type of institution, without regard to sources of funds (whether they are public or private). Expenditure is classified into current and capital expenditure. Current expenditure is then broken down, into expenditure on compensation of personnel, and expenditure on other (non-personnel) resources.
    • Апрель 2016
      Источник: World Bank
      Загружен: Knoema
      Дата обращения к источнику: 15 апреля, 2016
      Выбрать
      Education Statistics provides data on over 1,000 internationally comparable indicators for access, progression, completion, learning outcomes, literacy, teachers, expenditure, and background indicators. The indicators cover the educational cycle from pre-primary to tertiary education.
    • Июль 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 04 августа, 2014
      Выбрать
      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.
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 04 октября, 2014
      Выбрать
      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.
  • F
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 04 октября, 2014
      Выбрать
      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.
    • Июнь 2014
      Источник: Eurostat
      Загружен: Knoema
      Дата обращения к источнику: 11 декабря, 2015
      Выбрать
      Eurostat Dataset Id:educ_enrl8 The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
  • G
    • Апрель 2015
      Источник: INSEAD
      Загружен: Knoema
      Дата обращения к источнику: 27 мая, 2015
      Выбрать
      This data presents high-level way of mapping individual countries in terms of talent competitiveness consists of comparing their GTCI scores to their GDP per capita for the selected indicators.In its first year, the GTCI model covers 103 countries,representing 86.3% of the world’s population and 96.7% of the world’s GDP (in current US dollars).It is a simplified manner of acquiring a first assessment about the ways in which competitiveness relates to overall level of economic development of a nation.
    • Май 2011
      Источник: Economist Intelligence Unit
      Загружен: Knoema
      Дата обращения к источнику: 07 января, 2015
      Выбрать
      The Global Talen Index Report: The Outlook to 2015
    • Апрель 2014
      Источник: Youth Index
      Загружен: Knoema
      Дата обращения к источнику: 06 февраля, 2015
      Выбрать
      The Global Youth Wellbeing Index details the performance and provides comparative analysis of 30 countries in terms of overall youth wellbeing and within six domains. The Index is designed to facilitate both thought and action by elevating youth needs and opportunities and young people’s participation on national and global agendas. It also provides public and private sector decision-makers an easier way to understand the big picture, guide actions and investments, and drive progress over time.
    • Февраль 2016
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 18 марта, 2016
      Выбрать
      Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 04 октября, 2014
      Выбрать
      Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).
  • H
    • Апрель 2015
      Источник: World Bank
      Загружен: Knoema
      Дата обращения к источнику: 07 июля, 2015
      Выбрать
      The World Bank Health Nutrition and Population Statistics Provides key health, nutrition and population statistics gathered from a variety of international sources. Themes include population dynamics, nutrition, reproductive health, health financing, medical resources and usage, immunization, infectious diseases, HIV/AIDS, DALY, population projections and lending. HNPStats also includes health, nutrition and population statistics by wealth quintiles.
    • Декабрь 2015
      Источник: United Nations Development Programme
      Загружен: Knoema
      Дата обращения к источнику: 22 декабря, 2015
      Выбрать
      The Human Development Report presents a wealth of statistical information on different aspects of human development
  • I
    • Сентябрь 2015
      Источник: Pearson
      Загружен: Knoema
      Дата обращения к источнику: 15 октября, 2015
      Выбрать
      The Global Index of Cognitive Skills and Educational Attainment compares the performance of 39 countries and one region (Hong Kong) on two categories of education: Cognitive Skills and Educational Attainment. The Index provides a snapshot of the relative performance of countries based on their education outputs.List of indicators   Main sourceMain year1. Cognitive Skills  1.1  Grade 8  1.1.1  Reading Literacy - PISAOECD - PISA report20091.1.2  Mathematics Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.2.1  PISA - Mathematics LiteracyOECD - PISA report20091.1.2.2  TIMSS - Mathematics AchievementIEA - TIMSS and PIRLS International Study Center20071.1.3  Science Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.3.1  PISA - Science LiteracyOECD - PISA report20091.1.3.2  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20071.2  Grade 4  1.2.1  PIRLS - Reading Literacy AchievementIEA - TIMSS and PIRLS International Study Center20061.2.2  TIMSS - Mathematics  AchievementIEA - TIMSS and PIRLS International Study Center20071.2.3  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20072. Educational Attainment  2.1  Literacy rate  2.1.1  Literacy rate (15 and over), %UNESCO Institute for Statistics (UIS)20102.2  Graduation rate  2.2.1  Graduation rate at upper secondary level OECD 20102.2.2  Graduation rate at tertiary level OECD 2010
    • Июнь 2015
      Источник: Barro-Lee
      Загружен: Knoema
      Дата обращения к источнику: 29 сентября, 2015
      Выбрать
      The Barro-Lee Data set (2010) extends their previous estimates from 1950 to 2010, and provide more, improved data disaggregated by sex and and by 5-year age intervals. It provides educational attainment data for 146 countries in 5-year intervals from 1950 to 2010 as well as information about the distribution of educational attainment of the adult population over age 15 and over age 25 by sex at seven levels of schooling. Average years of schooling at all levels are also measured for each country and for regions in the world. Note: Cited at Barro, Robert and Jong-Wha Lee, April 2010, "A New Data Set of Educational Attainment in the World, 1950-2010." NBER Working Paper No. 15902
  • M
    • Ноябрь 2015
      Источник: World Bank
      Загружен: Knoema
      Дата обращения к источнику: 24 февраля, 2016
      Выбрать
      Relevant indicators drawn from the World Development Indicators, reorganized according to the goals and targets of the Millennium Development Goals (MDGs). The MDGs focus the efforts of the world community on achieving significant, measurable improvements in people's lives by the year 2015: they establish targets and yardsticks for measuring development results.
  • N
    • Сентябрь 2006
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 24 сентября, 2014
      Выбрать
      New entrants to a level of education are students who are entering any programme leading to a recognised qualification at this level of education for the first time, irrespective of whether the students enter the programme at the beginning or at an advanced stage of the programme. Individuals who are returning to study at a level following a period of absence from studying at that same level are not considered to be new entrants. Foreign students who are enrolling for the first time in the country for which the data are reported are counted as new entrants, regardless of their previous education in other countries.
  • O
    • Июнь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 06 июня, 2014
      Выбрать
      OECD Factbook provides a global overview of today’s major economic, social and environmental indicators which cover a wide range of areas: agriculture, economic production, education, energy, environment, foreign aid, health, industry, information and communications, international trade, labour force, population, taxation, public expenditure and R&D. More countries than ever are covered in greater detail, enabling direct comparisons for many indicators between OECD Members and Brazil, China, India, Indonesia, Russian Federation and South Africa.
  • P
    • Май 2015
      Источник: Earth Policy Institute
      Загружен: Knoema
      Дата обращения к источнику: 26 июня, 2015
      Выбрать
      This is part of a supporting dataset for Lester R. Brown, Full Planet, Empty Plates: The New Geopolitics of Food Scarcity (New York: W.W. Norton & Company, 2012).
  • R
    • Март 2010
      Источник: International Institute for Applied Systems Analysis
      Загружен: Knoema
      Дата обращения к источнику: 31 октября, 2013
      Выбрать
      Using demographic multi-state, cohort-component methods, projections for 120 countries (covering 93% of the world population in 2005) by five-year age groups, sex, and four levels of educational attainment for the years 2005-2050 are produced. Taking into account differentials in fertility and mortality by education level, the first systematic global educational attainment projections according to four widely differing education scenarios are presented. The results show the possible range of future educational attainment trends around the world, thereby contributing to long-term economic and social planning at the national and international levels, and to the assessment of the feasibility of international education goals. Samir KC et al., Projection of populations by level of educational attainment, age, and sex for 120 countries for 2005-2050, Demographic Research, 22(15), P. 383-472, 16 March 2010: http://www.demographic-research.org/Volumes/Vol22/15/.
  • S
    • Июнь 2014
      Источник: SIR
      Загружен: Knoema
      Дата обращения к источнику: 04 июня, 2014
      Выбрать
      The SIR reports are not league tables. The ranking parameter –the scientific output of institutions- should be understood as a default rank, not our ranking proposal. The only goal of this report is to characterize research outcomes of organizations so as to provide useful scientometric information to institutions, policymakers and research manager so they are able to analyze, evaluate and improve their research results. If someone uses this report to rank institutions or to build a league table with any purpose, he/she will do it under his/her own responsibility. Output - Total number of documents published in scholarly journals indexed in Scopus (Romo-Fernández, et al., 2011). International Collaboration - Institution's output ratio produced in collaboration with foreign institutions. The values are computed by analyzing an institution's output whose affiliations include more than one country address (Guerrero-Bote, Olmeda-Gómez and Moya-Anegón, 2013; Lancho-Barrantes, Guerrero-Bote and Moya-Anegón, 2013; Lancho-Barrantes, et al., 2013; Chinchilla-Rodríguez, et al., 2012) Normalized Impact - Normalized Impact is computed using the methodology established by the Karolinska Intitutet in Sweden where it is named "Item oriented field normalized citation score average". The normalization of the citation values is done on an individual article level. The values (in %) show the relationship between an institution's average scientific impact and the world average set to a score of 1, --i.e. a NI score of 0.8 means the institution is cited 20% below world average and 1.3 means the institution is cited 30% above average (Rehn and Kronman, 2008; González-Pereira, Guerrero-Bote and Moya- Anegón, 2011). High Quality Publications - Ratio of publications that an institution publishes in the most influential scholarly journals of the world, those ranked in the first quartile (25%) in their categories as ordered by SCImago Journal Rank (SJRII) indicator (Miguel, Chinchilla-Rodríguez and Moya-Anegón, 2011). Specialization Index - The Specialization Index indicates the extent of thematic concentration /dispersion of an institution’s scientific output. Values range between 0 and 1, indicating generalist vs. specialized institutions respectively. This indicator is computed according to the Gini Index used in Economy (Moed, et. al., 2011; López-Illescas, Moya-Anegón and Moed, 2011; Arencibia-Jorge et al., 2012). In this indicator, when the value is 0 it means that the data are not sufficient to calculate. Excellence Rate - Excellence rate indicates the amount (in %) of an institution’s scientific output that is included into the set of the 10% of the most cited papers in their respective scientific fields. It is a measure of high quality output of research institutions (SCImago Lab, 2011; Bornmann, Moya-Anegón and Leydesdorff, 2012; Guerrero-Bote and Moya-Anegón, 2012). Scientific Leadership - Leadership indicates an institution’s “output as main contributor”, that is the number of papers in which the corresponding author belongs to the institution (Moya-Anegón, 2012; Moya-Anegón et. al, 2013; Moya-Anegón, et al., forthcoming) Excellence with Leadership - Excellence with Leadership indicates the amount of documents in the Excellence rate in which the institution is the main contributor (Moya-Anegón, et al., 2013).
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 04 октября, 2014
      Выбрать
      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.
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 05 октября, 2014
      Выбрать
      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). Exceptions to this may be required: at the pre-primary level of education a gradual inflow may exist and, therefore, an average over several counting dates may be preferable. At the tertiary level the enrolment of students may not be stable enough at the beginning of the academic year and therefore a count at a later point may be preferable. Adult education programmes cover the learning activity of those returning to education after having left initial (or "regular") education. Only programmes (of at least one semester) that are similar to regular education (in subject content or potential qualifications) are included. In some countries, there are, in addition, adult education that are not similar to regular education; these programmes are not included.
    • Сентябрь 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 05 октября, 2014
      Выбрать
      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). Exceptions to this may be required: at the pre-primary level of education a gradual inflow may exist and, therefore, an average over several counting dates may be preferable. At the tertiary level the enrolment of students may not be stable enough at the beginning of the academic year and therefore a count at a later point may be preferable. Adult education programmes cover the learning activity of those returning to education after having left initial (or "regular") education. Only programmes (of at least one semester) that are similar to regular education (in subject content or potential qualifications) are included. In some countries, there are, in addition, adult education that are not similar to regular education; these programmes are not included.
  • T
    • Июль 2014
      Источник: Organisation for Economic Co-operation and Development
      Загружен: Knoema
      Дата обращения к источнику: 25 сентября, 2014
      Выбрать
      TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG for more details about the data collections.
    • Ноябрь 2015
      Источник: Save The Children
      Загружен: Knoema
      Дата обращения к источнику: 07 декабря, 2015
      Выбрать
  • U
    • Август 2015
      Источник: United Nations Educational, Scientific and Cultural Organization, Institute for Statistics
      Загружен: Knoema
      Дата обращения к источнику: 16 октября, 2015
      Выбрать
      Indicators of Regional education Survey,Global Education Digest - WEI and UOE countries - Organization of teachers’ instructional time, Global Education Digest - WEI and UOE countries - Distribution of teachers by age, Global Education Digest - WEI and UOE countries - Teachers’ average annual salaries, Global Education Digest - Special tables for WEI and UOE countries.Note : Source for OECD countries and OECD Partner countries: OECD, 2009.
    • Август 2014
      Источник: United Nations Educational, Scientific and Cultural Organization, Institute for Statistics
      Загружен: Knoema
      Дата обращения к источнику: 01 сентября, 2014
      Выбрать
      The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication. The UIS was established in 1999. It was created to improve UNESCO’s statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments. The UIS is based in Montreal, Canada. The dataset contains over 1,000 types of indicators and raw data on education, literacy, science and technology, culture and communication. The UIS collects the data for more than 200 countries and territories from Member States and international organizations.
  • W
    • Сентябрь 2015
      Источник: World Bank
      Загружен: Knoema
      Дата обращения к источнику: 05 октября, 2015
      Выбрать
      GenderStats is... A one stop source of information on gender at the country level. A compilation of data on key gender topics from national statistics agencies, United Nations databases, and World Bank-conducted or funded surveys. A work-in-progress because the database is continuously updated as new information becomes available.
    • Апрель 2016
      Источник: World Bank
      Загружен: Knoema
      Дата обращения к источнику: 14 апреля, 2016
      Выбрать
      The primary World Bank collection of development indicators, compiled from officially-recognized international sources. It presents the most current and accurate global development data available, and includes national, regional and global estimates.