Chad vs IDA blend: Percentage of pupils enrolled in lower secondary general education
Percentage of pupils enrolled in lower secondary general education over time
- Chad
- IDA blend
How they compare
Chad currently reports 40.1% against 10.4% in IDA blend, a difference of 29.7%.
That makes Chad's figure about 3.8 times IDA blend's.
Across all 6 years both countries report, Chad has been ahead every year.
Chad ranks 16th and IDA blend ranks 13th of 153 countries.
Chad has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chad | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 62.3% | 14.1% | 48.2% | Chad |
| 2010s | 40.1% | 11.8% | 28.3% | Chad |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in lower secondary general education, Chad or IDA blend?
- Chad, at 40.1% against 10.4% in IDA blend as of 2019.
- What is the difference in percentage of pupils enrolled in lower secondary general education between Chad and IDA blend?
- 29.7%, with Chad ahead.
- How many years of comparable data are there for Chad and IDA blend?
- 6 years are reported by both, from 2002 to 2019.
- How do Chad and IDA blend rank globally for percentage of pupils enrolled in lower secondary general education?
- Chad ranks 16th and IDA blend ranks 13th of 153 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of pupils in each level of education (primary and lower secondary general education) who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. The value is calculated as the sum of enrolments across all grades in the given level of education which are 2 or more years older than the intended age for the given grade is expressed as a percentage of the total enrolment in the given level of education. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/