Botswana vs Guatemala: Gross enrolment ratio, early childhood educational development program
Botswana
0.0%
in 2015
Guatemala
1.4%
in 2019
Botswana rank
69th
Guatemala rank
66th
Gross enrolment ratio, early childhood educational development program over time
- Botswana
- Guatemala
How they compare
Guatemala currently reports 1.4% against 0.0% in Botswana, a difference of 1.4%.
Across all 7 years both countries report, Guatemala has been ahead every year.
Botswana ranks 69th and Guatemala ranks 66th of 177 countries.
Guatemala has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Botswana | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 0.0% | 0.0% | — |
| 2010s | 0.0% | 1.5% | 1.5% | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development program, Botswana or Guatemala?
- Guatemala, at 1.4% against 0.0% in Botswana as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development program between Botswana and Guatemala?
- 1.4%, with Guatemala ahead.
- How many years of comparable data are there for Botswana and Guatemala?
- 7 years are reported by both, from 2000 to 2015.
- How do Botswana and Guatemala rank globally for gross enrolment ratio, early childhood educational development program?
- Botswana ranks 69th and Guatemala ranks 66th of 177 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Gross enrolment ratio, early childhood educational development programmes, both sexes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total population of the official age for early childhood educational development programmes. 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.