Eswatini vs IDA only: 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
- Eswatini
- IDA only
How they compare
Eswatini currently reports 36.0% against 21.6% in IDA only, a difference of 14.4%.
That makes Eswatini's figure about 1.7 times IDA only's.
Across all 10 years both countries report, Eswatini has been ahead every year.
Eswatini ranks 7th and IDA only ranks 5th of 153 countries.
Eswatini has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eswatini | IDA only | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 50.1% | 28.5% | 21.6% | Eswatini |
| 2010s | 42.1% | 22.7% | 19.4% | 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, Eswatini or IDA only?
- Eswatini, at 36.0% against 21.6% in IDA only as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Eswatini and IDA only?
- 14.4%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and IDA only?
- 10 years are reported by both, from 2009 to 2018.
- How do Eswatini and IDA only rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Eswatini ranks 7th and IDA only ranks 5th 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/