Morocco vs Yemen: 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
- Morocco
- Yemen
How they compare
Morocco currently reports 10.6% against 9.5% in Yemen, a difference of 1.1%.
That makes Morocco's figure about 1.1 times Yemen's.
The two have swapped places 5 times across 8 shared years of data; in 1999 it was Yemen ahead.
Morocco ranks 38th and Yemen ranks 41st of 153 countries.
Across the 3 decades both report, Morocco averaged higher in 2 and Yemen in 1.
Head to head by decade
| Decade | Morocco | Yemen | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 28.0% | 34.3% | 6.2% | Yemen |
| 2000s | 20.7% | 19.5% | 1.1% | Morocco |
| 2010s | 13.9% | 12.9% | 1.0% | Morocco |
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, Morocco or Yemen?
- Morocco, at 10.6% against 9.5% in Yemen as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Morocco and Yemen?
- 1.1%, with Morocco ahead.
- How many years of comparable data are there for Morocco and Yemen?
- 8 years are reported by both, from 1999 to 2016.
- How do Morocco and Yemen rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Morocco ranks 38th and Yemen ranks 41st 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/