Cape Verde vs Lebanon: 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
- Cape Verde
- Lebanon
How they compare
Lebanon currently reports 6.9% against 6.5% in Cape Verde, a difference of 0.4%.
That makes Lebanon's figure about 1.1 times Cape Verde's.
The two have swapped places 1 time across 12 shared years of data; in 2006 it was Cape Verde ahead.
Cape Verde ranks 52nd and Lebanon ranks 50th of 153 countries.
Cape Verde has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | Lebanon | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 15.9% | 8.3% | 7.6% | Cape Verde |
| 2010s | 8.7% | 7.5% | 1.1% | Cape Verde |
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, Cape Verde or Lebanon?
- Lebanon, at 6.9% against 6.5% in Cape Verde as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cape Verde and Lebanon?
- 0.4%, with Lebanon ahead.
- How many years of comparable data are there for Cape Verde and Lebanon?
- 12 years are reported by both, from 2006 to 2018.
- How do Cape Verde and Lebanon rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cape Verde ranks 52nd and Lebanon ranks 50th 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/