Eritrea vs Poland: Gross enrolment ratio, early childhood educational development program
Eritrea
0.0%
in 2018
Poland
0.0%
in 2018
Eritrea rank
69th
Poland rank
69th
Gross enrolment ratio, early childhood educational development program over time
- Eritrea
- Poland
How they compare
Eritrea currently reports 0.0% against 0.0% in Poland, a difference of 0.0%.
The two have swapped places 2 times across 20 shared years of data; in 1999 it was Poland ahead.
Eritrea ranks 69th and Poland ranks 69th of 177 countries.
Eritrea has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eritrea | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.0% | 0.0% | 0.0% | — |
| 2000s | 1.8% | 0.0% | 1.8% | Eritrea |
| 2010s | 0.0% | 0.0% | 0.0% | — |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development program, Eritrea or Poland?
- Eritrea, at 0.0% against 0.0% in Poland as of 2018.
- What is the difference in gross enrolment ratio, early childhood educational development program between Eritrea and Poland?
- 0.0%, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Poland?
- 20 years are reported by both, from 1999 to 2018.
- How do Eritrea and Poland rank globally for gross enrolment ratio, early childhood educational development program?
- Eritrea ranks 69th and Poland ranks 69th 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.