Burundi vs Namibia: Percentage of pupils enrolled in lower secondary general education
Percentage of pupils enrolled in lower secondary general education over time
- Burundi
- Namibia
How they compare
Burundi currently reports 51.8% against 48.3% in Namibia, a difference of 3.5%.
That makes Burundi's figure about 1.1 times Namibia's.
Across all 9 years both countries report, Burundi has been ahead every year.
Burundi ranks 6th and Namibia ranks 9th of 154 countries.
Burundi has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Burundi | Namibia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 79.3% | 42.0% | 37.3% | Burundi |
| 2010s | 78.8% | 47.6% | 31.2% | Burundi |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in lower secondary general education, Burundi or Namibia?
- Burundi, at 51.8% against 48.3% in Namibia as of 2019.
- What is the difference in percentage of pupils enrolled in lower secondary general education between Burundi and Namibia?
- 3.5%, with Burundi ahead.
- How many years of comparable data are there for Burundi and Namibia?
- 9 years are reported by both, from 2003 to 2017.
- How do Burundi and Namibia rank globally for percentage of pupils enrolled in lower secondary general education?
- Burundi ranks 6th and Namibia ranks 9th of 154 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, both sexes (%). 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/