Caribbean Small States vs Montenegro: Gross enrolment ratio, early childhood educational development
Gross enrolment ratio, early childhood educational development over time
- Caribbean Small States
- Montenegro
How they compare
Montenegro currently reports 36.7% against 7.0% in Caribbean Small States, a difference of 29.7%.
That makes Montenegro's figure about 5.2 times Caribbean Small States's.
The two have swapped places 1 time across 15 shared years of data; in 2001 it was Caribbean Small States ahead.
Caribbean Small States ranks 28th and Montenegro ranks 26th of 33 groups.
Across the 2 decades both report, Caribbean Small States averaged higher in 1 and Montenegro in 1.
Head to head by decade
| Decade | Caribbean Small States | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.6% | 9.8% | 15.9% | Caribbean Small States |
| 2010s | 12.9% | 29.0% | 16.0% | Montenegro |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development, Caribbean Small States or Montenegro?
- Montenegro, at 36.7% against 7.0% in Caribbean Small States as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development between Caribbean Small States and Montenegro?
- 29.7%, with Montenegro ahead.
- How many years of comparable data are there for Caribbean Small States and Montenegro?
- 15 years are reported by both, from 2001 to 2019.
- How do Caribbean Small States and Montenegro rank globally for gross enrolment ratio, early childhood educational development?
- Caribbean Small States ranks 28th and Montenegro ranks 26th of 33 groups.
- 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.