Azerbaijan vs Dominica: Gross enrolment ratio, early childhood educational development
Gross enrolment ratio, early childhood educational development over time
- Azerbaijan
- Dominica
How they compare
Dominica currently reports 7.2% against 5.8% in Azerbaijan, a difference of 1.4%.
That makes Dominica's figure about 1.2 times Azerbaijan's.
The two have swapped places 3 times across 12 shared years of data; in 2006 it was Azerbaijan ahead.
Azerbaijan ranks 53rd and Dominica ranks 50th of 174 countries.
Across the 2 decades both report, Azerbaijan averaged higher in 1 and Dominica in 1.
Head to head by decade
| Decade | Azerbaijan | Dominica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 6.3% | 0.0% | 6.3% | Azerbaijan |
| 2010s | 4.5% | 4.5% | 0.0% | Dominica |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development, Azerbaijan or Dominica?
- Dominica, at 7.2% against 5.8% in Azerbaijan as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development between Azerbaijan and Dominica?
- 1.4%, with Dominica ahead.
- How many years of comparable data are there for Azerbaijan and Dominica?
- 12 years are reported by both, from 2006 to 2019.
- How do Azerbaijan and Dominica rank globally for gross enrolment ratio, early childhood educational development?
- Azerbaijan ranks 53rd and Dominica ranks 50th of 174 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Gross enrolment ratio, early childhood educational development programmes, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total female enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total female 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.