Kenya vs Pre-demographic dividend: 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
- Kenya
- Pre-demographic dividend
How they compare
Kenya currently reports 41.7% against 21.1% in Pre-demographic dividend, a difference of 20.6%.
That makes Kenya's figure about 2.0 times Pre-demographic dividend's.
Across all 8 years both countries report, Kenya has been ahead every year.
Kenya ranks 4th and Pre-demographic dividend ranks 6th of 153 countries.
Kenya has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of pupils enrolled in primary education who are at least 2, Kenya or Pre-demographic dividend?
- Kenya, at 41.7% against 21.1% in Pre-demographic dividend as of 2009.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Kenya and Pre-demographic dividend?
- 20.6%, with Kenya ahead.
- How many years of comparable data are there for Kenya and Pre-demographic dividend?
- 8 years are reported by both, from 2002 to 2009.
- How do Kenya and Pre-demographic dividend rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Kenya ranks 4th and Pre-demographic dividend ranks 6th 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.
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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/