Heavily indebted poor countries (HIPC) vs San Marino: Gross enrolment ratio, early childhood educational development
Gross enrolment ratio, early childhood educational development over time
- Heavily indebted poor countries (HIPC)
- San Marino
How they compare
San Marino currently reports 38.2% against 10.3% in Heavily indebted poor countries (HIPC), a difference of 27.9%.
That makes San Marino's figure about 3.7 times Heavily indebted poor countries (HIPC)'s.
The two have swapped places 1 time across 5 shared years of data; in 2010 it was Heavily indebted poor countries (HIPC) ahead.
Heavily indebted poor countries (HIPC) ranks 26th and San Marino ranks 24th of 33 groups.
San Marino has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development, Heavily indebted poor countries (HIPC) or San Marino?
- San Marino, at 38.2% against 10.3% in Heavily indebted poor countries (HIPC) as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development between Heavily indebted poor countries (HIPC) and San Marino?
- 27.9%, with San Marino ahead.
- How many years of comparable data are there for Heavily indebted poor countries (HIPC) and San Marino?
- 5 years are reported by both, from 2010 to 2019.
- How do Heavily indebted poor countries (HIPC) and San Marino rank globally for gross enrolment ratio, early childhood educational development?
- Heavily indebted poor countries (HIPC) ranks 26th and San Marino ranks 24th of 33 groups.
- 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.
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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.