81 extractive question-and-answer pairs built from Global Education | 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. 61 of the 81 pairs (75.3%) are explanatory questions and 20 restate a figure. 100.00% of rows pass the corpus quality gate.
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import desidata
df = desidata.load("global-education-question-and-answer-dataset")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 81 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does achieving minimum proficiency in reading at the end of primary school involve? | they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. | being in school does not guarantee that a child receives a high-quality education. In fact, in many countries, the data shows that children learn very little. In the chart, you can see the share of students who could read with comprehension at the end of primary education. This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. Here isthe same visualizationfor skills in mathematics. In many lower-income countries, fewer than 20% of children achieve this by the end of primary school. Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom. Research suggests that many children — especially in the world’s poorest countries — learn only very little in school. What can we do to improve this? | 285 | definition | 1.000 | This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. Here isthe same visualizationfor skills in mathematics. | p[0] | 0.700 | valid | |
| What does the 'learning-adjusted years of schooling' metric evaluate? | how many years of quality learning they receive. | There are still significant inequalities in the amount of education received by children across the world. This can be measured as the totalnumber of yearsthat children spend in school. researchers can also adjust for thequalityof education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”. On the map, you see vast differences across the world. In many of the world’s poorest countries, children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years. Across most countries in South Asia and Sub-Saharan Africa, where most of the world’s children live, they get less than 7 years of quality schooling on average. While most children worldwide get the opportunity to go to school, hundreds of millions still don’t. | 253 | definition | 1.000 | researchers can also adjust for thequalityof education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”. | p[15] | 0.700 | ||
| What does the enrollment rate reveal about children of a specific age group? | what percentage of children of a given age group are enrolled in school | Max Roser November 2, 2021 The world has made a lot of progress in recent generations, but millions of children are still not in school. Max Roser One of the first and most basic indicators that captures a child’s opportunity to get formal education is the enrollment rate. This tells us what percentage of children of a given age group are enrolled in school. This doesn’t tell us how often they attend or the quality of their learning, but it gives us a basic insight into the number of children in school. UNESCO maintains a database of estimated enrollment rates at all levels of education, from pre-primary to tertiary. In this chart, you can explore the data for these different education levels, and for boys and girls separately. From this data, we see: You will notice that two indicators capture enrollment: “gross” and “net” rates. | 288 | definition | 1.000 | This tells us what percentage of children of a given age group are enrolled in school. | p[37] | 0.700 | valid | |
| What does school life expectancy measure about a child's education? | how much they can learn | A child who completes primary school, but then only goes to secondary school for a year or two (if at all), will get far fewer years of education than one who completes primary, secondary, and then goes on to tertiary education. This “school life expectancy” tells us something about how much they can learn. In the chart, you can explore several indicators that try to capture years of schooling at different education levels, and for each gender. You'll find the average years of schooling completed bytoday’sadults, the number of years that children starting school are expected to spend in education, and the learning-adjusted years that show what this time really means once we account for how much students actually learn. | 284 | definition | 1.000 | This “school life expectancy” tells us something about how much they can learn. | p[37] | 0.700 | valid | |
| What basic literacy skill does the literacy rate indicator assess? | being able to read and write a short, simple sentence with understanding | In the chart, you can explore literacy rates for young people, older people, and the adult population as a whole. This is also available by gender. It’s important to note that this indicator only captures very basic literacy skills: being able to read and write a short, simple sentence with understanding. It has the drawback that it doesn’t test someone’s ability to engage with more complex language skills, nor does it testclear comprehension. These tests are much more resource-intensive and expensive to run, especially in lower-income countries. You’ll notice that the map is very empty for most high-income countries. That’s because they reached near-universal levels by the late 20th century. Regular tracking has been scaled back, since changes are small and less relevant for education policy. | 233 | definition | 1.000 | It’s important to note that this indicator only captures very basic literacy skills: being able to read and write a short, simple sentence with understanding. | p[55] | 0.700 | valid | |
| What does achieving minimum proficiency in reading at the end of primary education mean? | they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences | being in school does not guarantee that a child receives a high-quality education. In fact, in many countries, the data shows that children learn very little. In the chart, you can see the share of students who could read with comprehension at the end of primary education. This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. Here isthe same visualizationfor skills in mathematics. In many lower-income countries, fewer than 20% of children achieve this by the end of primary school. Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom. Research suggests that many children — especially in the world’s poorest countries — learn only very little in school. What can we do to improve this? | 285 | definition | 1.000 | This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. | p[0] | 0.700 | ||
| What does minimum proficiency in reading comprehension entail? | could identify key ideas in texts and connect them to their own experiences. | being in school does not guarantee that a child receives a high-quality education. In fact, in many countries, the data shows that children learn very little. In the chart, you can see the share of students who could read with comprehension at the end of primary education. This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. Here isthe same visualizationfor skills in mathematics. In many lower-income countries, fewer than 20% of children achieve this by the end of primary school. Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom. Research suggests that many children — especially in the world’s poorest countries — learn only very little in school. What can we do to improve this? | 323 | definition | 1.000 | This means they achieved minimum proficiency and could identify key ideas in texts and connect them to their own experiences. Here isthe same visualizationfor skills in mathematics. | p[0] | 0.700 | ||
| How can researchers estimate the years of quality learning children receive? | using an indicator called “learning-adjusted years of schooling”. | There are still significant inequalities in the amount of education received by children across the world. This can be measured as the totalnumber of yearsthat children spend in school. researchers can also adjust for thequalityof education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”. On the map, you see vast differences across the world. In many of the world’s poorest countries, children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years. Across most countries in South Asia and Sub-Saharan Africa, where most of the world’s children live, they get less than 7 years of quality schooling on average. While most children worldwide get the opportunity to go to school, hundreds of millions still don’t. | 315 | definition | 1.000 | This is done using an indicator called “learning-adjusted years of schooling”. On the map, you see vast differences across the world. | p[15] | 0.700 | valid | |
| What basic literacy skills does the indicator capture? | being able to read and write a short, simple sentence with understanding. | In the chart, you can explore literacy rates for young people, older people, and the adult population as a whole. This is also available by gender. It’s important to note that this indicator only captures very basic literacy skills: being able to read and write a short, simple sentence with understanding. It has the drawback that it doesn’t test someone’s ability to engage with more complex language skills, nor does it testclear comprehension. These tests are much more resource-intensive and expensive to run, especially in lower-income countries. You’ll notice that the map is very empty for most high-income countries. That’s because they reached near-universal levels by the late 20th century. Regular tracking has been scaled back, since changes are small and less relevant for education policy. | 233 | definition | 1.000 | It’s important to note that this indicator only captures very basic literacy skills: being able to read and write a short, simple sentence with understanding. It has the drawback that it doesn’t test someone’s ability to engage with more complex language skills, nor does it testclear comprehension. | p[55] | |||
| How are net enrollment rates calculated? | only include children enrolled in school at the “official age” | Gross ratestakeallchildren enrolled in a given level of education and divide this by the population of children within the appropriate age group for that level (for example, aged 5 to 10 for primary education). This means they can include children who are older or younger than the “official age”, such as those who started school late or repeated a year. For this reason, rates can be over 100%. Net ratesonly include children enrolled in school at the “official age”. So, an older child resitting a given year would not be included in the total. While most children in the world now get enrolled in primary school, the time that they will spend in formal education varies a lot. | 406 | definition | 0.980 | Net ratesonly include children enrolled in school at the “official age”. | p[37] | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
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| 0.700 |
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