Under this heading you will discover a wide variety of statistical data, tools and resources. These include:

• Statistical Tables appearing in the EFA Global Monitoring Reports:
  - EFA Development Index
  - Global and regional patterns in education decision-making
  - Statistical tables
  - Aid tables
  - National learning assessments
  - Projections to 2015
   
• Data Search Tool
  Generate customized statistical tables. Choose the countries and indicators you are interested in and download formatted tables, either on-screen or to Excel
   

• Links to institutions and data bases that are major repositories of authoritative statistics.
   

To learn more about particular countries, regions or topics, you may also wish to consult the Background papers and Country profiles.

Most of the data presented in these statistical tables refer to the school year ending in 2006, and are based on survey results reported to and processed by the UNESCO Institute for Statistics (UIS) before the end of May 2008.

They are supplemented by demographic and economic statistics collected or produced by other international organizations, including the United Nations Development Programme (UNDP), the United Nations Children's Fund (UNICEF), the United Nations Population Division (UNPD) and the World Bank.
A total of 204 countries and territories are listed in the statistical tables. Most of them report their data to UIS using standard questionnaires. For some countries, however, education data are collected via surveys carried out under the auspices of the World Education Indicators (WEI) project funded by the World Bank, or are provided by the Organisation for Economic Co-operation and Development (OECD) and the Statistical Office of the European Communities (Eurostat).

Education data reported to UIS are in conformity with the 1997 revision of the International Standard Classification of Education (ISCED). ISCED is used to harmonize data and introduce more international comparability among national education systems, but some countries may have their own definitions of education levels that do not correspond to ISCED. Therefore, some differences between nationally and internationally reported enrolment ratios may be due to the use of nationally defined education levels rather than the ISCED standard, in addition to the population issue raised above.