Chad vs Eritrea: 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
- Chad
- Eritrea
How they compare
Eritrea currently reports 30.9% against 29.1% in Chad, a difference of 1.8%.
That makes Eritrea's figure about 1.1 times Chad's.
The two have swapped places 2 times across 7 shared years of data; in 1999 it was Eritrea ahead.
Chad ranks 15th and Eritrea ranks 13th of 153 countries.
Across the 3 decades both report, Chad averaged higher in 1 and Eritrea in 2.
Head to head by decade
| Decade | Chad | Eritrea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 46.2% | 51.1% | 4.9% | Eritrea |
| 2000s | 44.5% | 42.0% | 2.5% | Chad |
| 2010s | 25.9% | 28.6% | 2.7% | Eritrea |
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, Chad or Eritrea?
- Eritrea, at 30.9% against 29.1% in Chad as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Chad and Eritrea?
- 1.8%, with Eritrea ahead.
- How many years of comparable data are there for Chad and Eritrea?
- 7 years are reported by both, from 1999 to 2018.
- How do Chad and Eritrea rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Chad ranks 15th and Eritrea ranks 13th 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/