Bhutan vs Dominican Republic: 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
- Bhutan
- Dominican Republic
How they compare
Bhutan currently reports 15.1% against 14.7% in Dominican Republic, a difference of 0.4%.
The two have swapped places 1 time across 11 shared years of data; in 1999 it was Bhutan ahead.
Bhutan ranks 37th and Dominican Republic ranks 38th of 154 countries.
Bhutan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bhutan | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58.1% | 42.7% | 15.4% | Bhutan |
| 2000s | 42.3% | 32.0% | 10.3% | Bhutan |
| 2010s | 22.9% | 22.8% | 0.2% | Bhutan |
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, Bhutan or Dominican Republic?
- Bhutan, at 15.1% against 14.7% in Dominican Republic as of 2017.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Bhutan and Dominican Republic?
- 0.4%, with Bhutan ahead.
- How many years of comparable data are there for Bhutan and Dominican Republic?
- 11 years are reported by both, from 1999 to 2017.
- How do Bhutan and Dominican Republic rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Bhutan ranks 37th and Dominican Republic ranks 38th of 154 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, male (%). 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/