Latvia vs Pakistan: Gross enrolment ratio, early childhood education, female

Latvia
76.9%
in 2018
Pakistan
74.6%
in 2019
Latvia rank
48th
Pakistan rank
51st

Gross enrolment ratio, early childhood education, female over time

  • Latvia
  • Pakistan
020406080201320162019

How they compare

Latvia currently reports 76.9% against 74.6% in Pakistan, a difference of 2.3%.

The two have swapped places 1 time across 5 shared years of data; in 2014 it was Latvia ahead.

Latvia ranks 48th and Pakistan ranks 51st of 164 countries.

Latvia has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher gross enrolment ratio, early childhood education, female, Latvia or Pakistan?
Latvia, at 76.9% against 74.6% in Pakistan as of 2018.
What is the difference in gross enrolment ratio, early childhood education, female between Latvia and Pakistan?
2.3%, with Latvia ahead.
How many years of comparable data are there for Latvia and Pakistan?
5 years are reported by both, from 2014 to 2018.
How do Latvia and Pakistan rank globally for gross enrolment ratio, early childhood education, female?
Latvia ranks 48th and Pakistan ranks 51st of 164 countries.
Where does this data come from?
UNESCO Institute for Statistics, published as Gross enrolment ratio, early childhood education, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.

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Latvia vs Pakistan: Gross enrolment ratio, early childhood education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 10 September 2026, from https://reference.statizoid.com/compare/gross-enrolment-ratio-early-childhood-education-female-percent/latvia/pakistan/

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About this data

Indicator
Gross enrolment ratio, early childhood education, female (%)
Unit
%
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
198 places, 2,633 data points, 1997–2020
Last refreshed

Total female enrollment in early childhood education, regardless of age, expressed as a percentage of the total female population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.