Arab World vs Botswana: Percentage of pupils enrolled in lower secondary general education
Percentage of pupils enrolled in lower secondary general education over time
- Arab World
- Botswana
How they compare
Botswana currently reports 40.6% against 18.8% in Arab World, a difference of 21.8%.
That makes Botswana's figure about 2.2 times Arab World's.
Across all 9 years both countries report, Botswana has been ahead every year.
Arab World ranks 21st and Botswana ranks 21st of 41 groups.
Botswana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Arab World | Botswana | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.1% | 52.3% | 27.2% | Botswana |
| 2010s | 23.1% | 44.0% | 20.9% | Botswana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in lower secondary general education, Arab World or Botswana?
- Botswana, at 40.6% against 18.8% in Arab World as of 2014.
- What is the difference in percentage of pupils enrolled in lower secondary general education between Arab World and Botswana?
- 21.8%, with Botswana ahead.
- How many years of comparable data are there for Arab World and Botswana?
- 9 years are reported by both, from 2003 to 2014.
- How do Arab World and Botswana rank globally for percentage of pupils enrolled in lower secondary general education?
- Arab World ranks 21st and Botswana ranks 21st of 41 groups.
- 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, male (%). 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/