237 extractive question-and-answer pairs built from Education Spending | Our World in Data, published by ourworldindata.org. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 176 of the 237 pairs (74.3%) are explanatory questions and 61 restate a figure. 98.31% of rows pass the corpus quality gate.
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 237 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does the 45-degree line on the schooling equality graph signify? | the hypothetical scenario of perfect equality of schooling | in only 40 years South Korea was able to double the mean years of schooling (from 6 to 12 years) and at the same time get remarkably close to the 45-degree line marking the hypothetical scenario of perfect equality of schooling. The last two decades have not a clear trend in the share of income that countries devote to education. The following chart plots trends in public expenditure on education as a share of GDP. We can see an upward trend in some countries, but a downward trend in others. as incomes – measured by GDP per capita – are generally increasing around the world, this means that the total amount of global resources spent on education is increasing in absolute terms. The following visualization shows government expenditure on education as a share of total government expenditure. The available data also does not suggest a discernible global pattern here. | 169 | definition | 1.000 | in only 40 years South Korea was able to double the mean years of schooling (from 6 to 12 years) and at the same time get remarkably close to the 45-degree line marking the hypothetical scenario of perfect equality of schooling. | p[24] | 0.700 | valid | |
| What does the height of each bar in the graph indicate? | the additional school years achieved per hundred dollars spent on the corresponding intervention | The following visualization presents a comparison of the impact that a number of different health interventions have achieved in different countries – together with some non-health-related interventions that serve as references. The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | 275 | definition | 1.000 | The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | p[83] | 0.700 | valid | |
| How can the estimates shown in the graph be understood? | as a measure of how cost-effective the different interventions are | The following visualization presents a comparison of the impact that a number of different health interventions have achieved in different countries – together with some non-health-related interventions that serve as references. The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | 411 | definition | 1.000 | The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | p[83] | 0.700 | valid | |
| What does the visualization plot regarding public expenditure on education? | public expenditure on education as a share of Gross Domestic Product (GDP) | The following visualization, plotting public expenditure on education as a share of Gross Domestic Product (GDP) for a number of early-industrialized countries, shows that this expansion took place mainly through public funding.Our topic page on global educationprovides details regarding how this expansion in funding materialized in better education outcomes for these countries. Public schools in the US educate more than 90% of all children enrolled in elementary and secondary schools. This is the result of a process of education expansion that relied heavily on public funding, particularly from local governments. The visualization shows the sources of revenues for public schools in the US over the last 120 years. As can be seen, states and localities are – and have always been – the main sources of funding for public primary education in the US. | 38 | definition | 1.000 | The following visualization, plotting public expenditure on education as a share of Gross Domestic Product (GDP) for a number of early-industrialized countries, shows that this expansion took place mainly through public funding.Our topic page on global educationprovides details regarding how this expansion in funding materialized in better education outcomes for these countries. | ||||
| What does the 45-degree line represent in the context of schooling equality? | the hypothetical scenario of perfect equality of schooling | in only 40 years South Korea was able to double the mean years of schooling (from 6 to 12 years) and at the same time get remarkably close to the 45-degree line marking the hypothetical scenario of perfect equality of schooling. The last two decades have not a clear trend in the share of income that countries devote to education. The following chart plots trends in public expenditure on education as a share of GDP. We can see an upward trend in some countries, but a downward trend in others. as incomes – measured by GDP per capita – are generally increasing around the world, this means that the total amount of global resources spent on education is increasing in absolute terms. The following visualization shows government expenditure on education as a share of total government expenditure. The available data also does not suggest a discernible global pattern here. | 169 | definition | 1.000 | in only 40 years South Korea was able to double the mean years of schooling (from 6 to 12 years) and at the same time get remarkably close to the 45-degree line marking the hypothetical scenario of perfect equality of schooling. | ||||
| What does the visualization plot regarding primary education prioritization? | the share of primary education within the education budget | In comparison to countries where education started expanding later, European countries tend to assign relatively more of their government education budgets to the secondary and tertiary levels, while at the same time devoting relatively less of their general government budgets to education as a whole. This can be appreciated in the following visualization, where the prioritization of primary education (i.e. the share of primary education within the education budget) is plotted against the overall prioritization of education (i.e. the share of education within the entire government budget). It can be seen that European countries are mostly located in the upper left. There is a weak positive correlation between the variables, both across all countries and across European countries. | 411 | definition | 1.000 | This can be appreciated in the following visualization, where the prioritization of primary education (i.e. the share of primary education within the education budget) is plotted against the overall prioritization of education (i.e. | p[35] | 0.700 | ||
| What does remedial teaching involve in developing countries? | assistants teaching targeted lessons to the bottom of the class | Education in low-income countries is particularly difficult because there is substantial heterogeneity in the degree of preparation that children have when they enter school – much more so than in high-income countries. Evidence from policy 'experiments' in developing countries suggests remedial teaching, in the form of assistants teaching targeted lessons to the bottom of the class, can yield substantial improvements in learning outcomes. The following visualization summarizes the effects of four different policy treatments within the so-called Teacher Community Assistant Initiative (TCAI) in Ghana – this is an initiative that evaluated four different such remedial teaching interventions. The units in this figure are standard deviations of test results. | 322 | definition | 1.000 | Evidence from policy 'experiments' in developing countries suggests remedial teaching, in the form of assistants teaching targeted lessons to the bottom of the class, can yield substantial improvements in learning outcomes. | p[77] | 0.700 | valid | |
| What does the height of each bar in the visualization represent? | the additional school years achieved per hundred dollars spent on the corresponding intervention | The following visualization presents a comparison of the impact that a number of different health interventions have achieved in different countries – together with some non-health-related interventions that serve as references. The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | 275 | definition | 1.000 | The height of each bar in this graph reflects the additional school years achieved per hundred dollars spent on the corresponding intervention; so these estimates can be interpreted as a measure of how cost-effective the different interventions are.37 | p[83] | 0.700 | valid | |
| What are development assistance funds also referred to as? | development aid, or simply 'aid' | Following the agreement of the Millennium Development Goals, the first decade of the 21st century saw an important increase in international financial flows under the umbrella of development assistance (often also called development aid, or simply 'aid'). The following chart shows total OECD development assistance flows for education by level, in constant 2013 US dollars, for the period 2002-2013. As it can be seen, there are two distinct periods: in 2003-2010 flows for education increased substantially, more than doubling in real terms across all levels of education; and in the years 2010-2013 funding for basic educationdecreased, while funding for secondary and post-secondary education remained relatively constant. For many low-income countries, where development assistance contributes a substantial share of funding for education, this marked change in trends is important. | 221 | definition | 1.000 | Following the agreement of the Millennium Development Goals, the first decade of the 21st century saw an important increase in international financial flows under the umbrella of development assistance (often also called development aid, or simply 'aid'). | p[45] | |||
| What does the vertical axis in the visualization from the UNICEF report represent? | the percentage of public education resources going to the 10% most educated or 10% least educated students | The recent UNICEF reportThe Investment Case for Education and Equityshows that in low-income countries, on average 46 percent of public resources are allocated to the 10 percent of students who are most educated – while this figure goes down to 26 and 13 percent in lower-middle and upper-middle income countries respectively. The following visualization shows further details on the concentration of public spending across different countries. The vertical axis shows the percentage of public education resources going to the 10% most educated or 10% least educated students – as we can see expenditure is heavily concentrated at the top in many low-income countries. | 469 | definition | 1.000 | The vertical axis shows the percentage of public education resources going to the 10% most educated or 10% least educated students – as we can see expenditure is heavily concentrated at the top in many low-income countries. | p[50] | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| p[6] |
| 0.700 |
| valid |
| p[24] |
| 0.700 |
| valid |
| valid |
| 0.700 |
| valid |