Namibia vs Small states: Gross enrolment ratio, early childhood educational development program
Gross enrolment ratio, early childhood educational development program over time
- Namibia
- Small states
How they compare
Namibia currently reports 50.7% against 20.2% in Small states, a difference of 30.5%.
That makes Namibia's figure about 2.5 times Small states's.
The two have swapped places 1 time across 5 shared years of data; in 2008 it was Small states ahead.
Namibia ranks 13th and Small states ranks 16th of 174 countries.
Across the 2 decades both report, Namibia averaged higher in 1 and Small states in 1.
Head to head by decade
| Decade | Namibia | Small states | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 2.0% | 2.0% | Small states |
| 2010s | 37.6% | 17.3% | 20.3% | Namibia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, early childhood educational development program, Namibia or Small states?
- Namibia, at 50.7% against 20.2% in Small states as of 2018.
- What is the difference in gross enrolment ratio, early childhood educational development program between Namibia and Small states?
- 30.5%, with Namibia ahead.
- How many years of comparable data are there for Namibia and Small states?
- 5 years are reported by both, from 2008 to 2018.
- How do Namibia and Small states rank globally for gross enrolment ratio, early childhood educational development program?
- Namibia ranks 13th and Small states ranks 16th 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.