Ethiopia vs Namibia: 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
- Ethiopia
- Namibia
How they compare
Namibia currently reports 20.8% against 20.3% in Ethiopia, a difference of 0.5%.
Across all 12 years both countries report, Ethiopia has been ahead every year.
Ethiopia ranks 24th and Namibia ranks 23rd of 153 countries.
Ethiopia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Ethiopia | Namibia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 52.2% | 26.4% | 25.8% | Ethiopia |
| 2000s | 40.6% | 22.7% | 17.9% | Ethiopia |
| 2010s | 27.1% | 22.1% | 4.9% | Ethiopia |
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, Ethiopia or Namibia?
- Namibia, at 20.8% against 20.3% in Ethiopia as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Ethiopia and Namibia?
- 0.5%, with Namibia ahead.
- How many years of comparable data are there for Ethiopia and Namibia?
- 12 years are reported by both, from 1999 to 2012.
- How do Ethiopia and Namibia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Ethiopia ranks 24th and Namibia ranks 23rd 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/