Burundi vs Ghana: Percentage of pupils enrolled in primary education who are at least 2
Percentage of pupils enrolled in primary education who are at least 2 over time
- Burundi
- Ghana
How they compare
Ghana currently reports 30.8% against 26.6% in Burundi, a difference of 4.2%.
That makes Ghana's figure about 1.2 times Burundi's.
The two have swapped places 2 times across 11 shared years of data; in 2001 it was Ghana ahead.
Burundi ranks 17th and Ghana ranks 14th of 153 countries.
Ghana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Burundi | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 40.0% | 43.8% | 3.7% | Ghana |
| 2010s | 28.9% | 31.7% | 2.8% | Ghana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of pupils enrolled in primary education who are at least 2, Burundi or Ghana?
- Ghana, at 30.8% against 26.6% in Burundi as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Burundi and Ghana?
- 4.2%, with Ghana ahead.
- How many years of comparable data are there for Burundi and Ghana?
- 11 years are reported by both, from 2001 to 2018.
- How do Burundi and Ghana rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Burundi ranks 17th and Ghana ranks 14th of 153 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of pupils enrolled in primary 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 primary 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. 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/