Guyana vs Kyrgyzstan: 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
- Guyana
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 0.3% against 0.3% in Guyana, a difference of 0.0%.
That makes Kyrgyzstan's figure about 1.2 times Guyana's.
The two have swapped places 3 times across 5 shared years of data; in 2008 it was Guyana ahead.
Guyana ranks 126th and Kyrgyzstan ranks 123rd of 153 countries.
Across the 2 decades both report, Guyana averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Guyana | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.8% | 0.6% | 0.2% | Guyana |
| 2010s | 0.4% | 0.5% | 0.1% | Kyrgyzstan |
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, Guyana or Kyrgyzstan?
- Kyrgyzstan, at 0.3% against 0.3% in Guyana as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Guyana and Kyrgyzstan?
- 0.0%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Guyana and Kyrgyzstan?
- 5 years are reported by both, from 2008 to 2012.
- How do Guyana and Kyrgyzstan rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Guyana ranks 126th and Kyrgyzstan ranks 123rd 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/