Eswatini vs Low income: Percentage of pupils enrolled in lower secondary general education
Percentage of pupils enrolled in lower secondary general education over time
- Eswatini
- Low income
How they compare
Eswatini currently reports 72.8% against 42.2% in Low income, a difference of 30.6%.
That makes Eswatini's figure about 1.7 times Low income's.
Across all 12 years both countries report, Eswatini has been ahead every year.
Eswatini ranks 2nd and Low income ranks 5th of 153 countries.
Eswatini has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eswatini | Low income | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 71.3% | 40.0% | 31.2% | Eswatini |
| 2010s | 74.6% | 39.6% | 35.0% | Eswatini |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in lower secondary general education, Eswatini or Low income?
- Eswatini, at 72.8% against 42.2% in Low income as of 2018.
- What is the difference in percentage of pupils enrolled in lower secondary general education between Eswatini and Low income?
- 30.6%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Low income?
- 12 years are reported by both, from 2004 to 2016.
- How do Eswatini and Low income rank globally for percentage of pupils enrolled in lower secondary general education?
- Eswatini ranks 2nd and Low income ranks 5th 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, 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/