Cayman Islands vs Tonga: 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
- Cayman Islands
- Tonga
How they compare
Tonga currently reports 0.2% against 0.1% in Cayman Islands, a difference of 0.1%.
That makes Tonga's figure about 1.2 times Cayman Islands's.
The two have swapped places 2 times across 5 shared years of data; in 1999 it was Tonga ahead.
Cayman Islands ranks 140th and Tonga ranks 137th of 153 countries.
Tonga has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cayman Islands | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.3% | 10.4% | 10.2% | Tonga |
| 2000s | 1.1% | 5.1% | 4.1% | Tonga |
| 2010s | 0.2% | 0.5% | 0.3% | Tonga |
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, Cayman Islands or Tonga?
- Tonga, at 0.2% against 0.1% in Cayman Islands as of 2015.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cayman Islands and Tonga?
- 0.1%, with Tonga ahead.
- How many years of comparable data are there for Cayman Islands and Tonga?
- 5 years are reported by both, from 1999 to 2013.
- How do Cayman Islands and Tonga rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cayman Islands ranks 140th and Tonga ranks 137th 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/