Montenegro vs San Marino: Gross enrolment ratio, early childhood educational development
Montenegro
36.7%
in 2019
San Marino
37.8%
in 2019
Montenegro rank
26th
San Marino rank
25th
Gross enrolment ratio, early childhood educational development over time
- Montenegro
- San Marino
How they compare
San Marino currently reports 37.8% against 36.7% in Montenegro, a difference of 1.1%.
The two have swapped places 1 time across 5 shared years of data; in 2008 it was Montenegro ahead.
Montenegro ranks 26th and San Marino ranks 25th of 174 countries.
Montenegro has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Montenegro | San Marino | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.1% | 0.0% | 14.1% | Montenegro |
| 2010s | 29.2% | 24.2% | 5.0% | Montenegro |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development, Montenegro or San Marino?
- San Marino, at 37.8% against 36.7% in Montenegro as of 2019.
- What is the difference in gross enrolment ratio, early childhood educational development between Montenegro and San Marino?
- 1.1%, with San Marino ahead.
- How many years of comparable data are there for Montenegro and San Marino?
- 5 years are reported by both, from 2008 to 2019.
- How do Montenegro and San Marino rank globally for gross enrolment ratio, early childhood educational development?
- Montenegro ranks 26th and San Marino ranks 25th 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.