Malawi vs Nicaragua: Percentage of pupils enrolled in lower secondary general education
Percentage of pupils enrolled in lower secondary general education over time
- Malawi
- Nicaragua
How they compare
Nicaragua currently reports 47.4% against 43.9% in Malawi, a difference of 3.5%.
That makes Nicaragua's figure about 1.1 times Malawi's.
The two have swapped places 3 times across 7 shared years of data; in 2001 it was Malawi ahead.
Malawi ranks 15th and Nicaragua ranks 12th of 154 countries.
Across the 2 decades both report, Malawi averaged higher in 1 and Nicaragua in 1.
Head to head by decade
| Decade | Malawi | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 43.8% | 38.0% | 5.8% | Malawi |
| 2010s | 44.7% | 47.4% | 2.8% | Nicaragua |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in lower secondary general education, Malawi or Nicaragua?
- Nicaragua, at 47.4% against 43.9% in Malawi as of 2010.
- What is the difference in percentage of pupils enrolled in lower secondary general education between Malawi and Nicaragua?
- 3.5%, with Nicaragua ahead.
- How many years of comparable data are there for Malawi and Nicaragua?
- 7 years are reported by both, from 2001 to 2010.
- How do Malawi and Nicaragua rank globally for percentage of pupils enrolled in lower secondary general education?
- Malawi ranks 15th and Nicaragua ranks 12th 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/