Bahrain vs Sao Tome and Principe: Gross enrolment ratio, early childhood educational development
Gross enrolment ratio, early childhood educational development over time
- Bahrain
- Sao Tome and Principe
How they compare
Sao Tome and Principe currently reports 11.2% against 10.2% in Bahrain, a difference of 1.0%.
That makes Sao Tome and Principe's figure about 1.1 times Bahrain's.
The two have swapped places 3 times across 7 shared years of data; in 2001 it was Bahrain ahead.
Bahrain ranks 48th and Sao Tome and Principe ranks 47th of 174 countries.
Across the 2 decades both report, Bahrain averaged higher in 1 and Sao Tome and Principe in 1.
Head to head by decade
| Decade | Bahrain | Sao Tome and Principe | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.0% | 4.8% | 1.8% | Sao Tome and Principe |
| 2010s | 5.6% | 3.7% | 1.9% | Bahrain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development, Bahrain or Sao Tome and Principe?
- Sao Tome and Principe, at 11.2% against 10.2% in Bahrain as of 2016.
- What is the difference in gross enrolment ratio, early childhood educational development between Bahrain and Sao Tome and Principe?
- 1.0%, with Sao Tome and Principe ahead.
- How many years of comparable data are there for Bahrain and Sao Tome and Principe?
- 7 years are reported by both, from 2001 to 2016.
- How do Bahrain and Sao Tome and Principe rank globally for gross enrolment ratio, early childhood educational development?
- Bahrain ranks 48th and Sao Tome and Principe ranks 47th 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.