Latin America & the Caribbean (IDA & IBRD countries) vs Serbia: Gross enrolment ratio, early childhood educational development
Gross enrolment ratio, early childhood educational development over time
- Latin America & the Caribbean (IDA & IBRD countries)
- Serbia
How they compare
Serbia currently reports 39.3% against 18.7% in Latin America & the Caribbean (IDA & IBRD countries), a difference of 20.6%.
That makes Serbia's figure about 2.1 times Latin America & the Caribbean (IDA & IBRD countries)'s.
Across all 7 years both countries report, Serbia has been ahead every year.
Latin America & the Caribbean (IDA & IBRD countries) ranks 20th and Serbia ranks 22nd of 34 groups.
Serbia 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, Latin America & the Caribbean (IDA & IBRD countries) or Serbia?
- Serbia, at 39.3% against 18.7% in Latin America & the Caribbean (IDA & IBRD countries) as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development between Latin America & the Caribbean (IDA & IBRD countries) and Serbia?
- 20.6%, with Serbia ahead.
- How many years of comparable data are there for Latin America & the Caribbean (IDA & IBRD countries) and Serbia?
- 7 years are reported by both, from 2013 to 2019.
- How do Latin America & the Caribbean (IDA & IBRD countries) and Serbia rank globally for gross enrolment ratio, early childhood educational development?
- Latin America & the Caribbean (IDA & IBRD countries) ranks 20th and Serbia ranks 22nd of 34 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.
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.