Peru vs South Africa: Expenditure on school books and teaching material as % of total
Expenditure on school books and teaching material as % of total over time
- Peru
- South Africa
How they compare
South Africa currently reports 1.4% against 0.7% in Peru, a difference of 0.7%.
That makes South Africa's figure about 2.0 times Peru's.
The two have swapped places 3 times across 6 shared years of data; in 2013 it was Peru ahead.
Peru ranks 23rd and South Africa ranks 21st of 34 countries.
South Africa has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher expenditure on school books and teaching material as % of total, Peru or South Africa?
- South Africa, at 1.4% against 0.7% in Peru as of 2019.
- What is the difference in expenditure on school books and teaching material as % of total between Peru and South Africa?
- 0.7%, with South Africa ahead.
- How many years of comparable data are there for Peru and South Africa?
- 6 years are reported by both, from 2013 to 2019.
- How do Peru and South Africa rank globally for expenditure on school books and teaching material as % of total?
- Peru ranks 23rd and South Africa ranks 21st of 34 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Expenditure on school books and teaching material as % of total expenditure in primary public institutions (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Expenditure on school books and teaching material expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Divide expenditure on school books and teaching material in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions, in some cases government budget classifications may differ. It is also often difficult to identify expenditure on school books and teaching material, as not all accounting systems include such a classification. In some poorer countries, foreign donors and/or households may fund a large portion of expenditure on school books and teaching material, and where country respondents only have data on government expenditure, the amounts may be underestimated or missing entirely. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/