Guinea vs Suriname: 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
- Guinea
- Suriname
How they compare
Guinea currently reports 15.0% against 13.3% in Suriname, a difference of 1.7%.
That makes Guinea's figure about 1.1 times Suriname's.
The two have swapped places 4 times across 10 shared years of data; in 2005 it was Suriname ahead.
Guinea ranks 29th and Suriname ranks 31st of 153 countries.
Across the 2 decades both report, Guinea averaged higher in 1 and Suriname in 1.
Head to head by decade
| Decade | Guinea | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 24.3% | 23.5% | 0.8% | Guinea |
| 2010s | 16.8% | 17.1% | 0.3% | Suriname |
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, Guinea or Suriname?
- Guinea, at 15.0% against 13.3% in Suriname as of 2016.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Guinea and Suriname?
- 1.7%, with Guinea ahead.
- How many years of comparable data are there for Guinea and Suriname?
- 10 years are reported by both, from 2005 to 2016.
- How do Guinea and Suriname rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Guinea ranks 29th and Suriname ranks 31st 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/