Equatorial Guinea vs Eswatini: 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
- Equatorial Guinea
- Eswatini
How they compare
Eswatini currently reports 36.0% against 36.0% in Equatorial Guinea, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 2009 it was Equatorial Guinea ahead.
Equatorial Guinea ranks 8th and Eswatini ranks 7th of 153 countries.
Across the 2 decades both report, Equatorial Guinea averaged higher in 1 and Eswatini in 1.
Head to head by decade
| Decade | Equatorial Guinea | Eswatini | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 51.2% | 50.1% | 1.1% | Equatorial Guinea |
| 2010s | 44.1% | 44.8% | 0.6% | Eswatini |
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, Equatorial Guinea or Eswatini?
- Eswatini, at 36.0% against 36.0% in Equatorial Guinea as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Equatorial Guinea and Eswatini?
- 0.0%, with Eswatini ahead.
- How many years of comparable data are there for Equatorial Guinea and Eswatini?
- 5 years are reported by both, from 2009 to 2015.
- How do Equatorial Guinea and Eswatini rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Equatorial Guinea ranks 8th and Eswatini ranks 7th 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/