Bhutan vs El Salvador: 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
- El Salvador
How they compare
El Salvador currently reports 16.0% against 15.1% in Bhutan, a difference of 0.9%.
That makes El Salvador's figure about 1.1 times Bhutan's.
The two have swapped places 2 times across 12 shared years of data; in 1998 it was El Salvador ahead.
Bhutan ranks 37th and El Salvador ranks 34th of 154 countries.
Across the 3 decades both report, Bhutan averaged higher in 2 and El Salvador in 1.
Head to head by decade
| Decade | Bhutan | El Salvador | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 57.4% | 64.2% | 6.7% | El Salvador |
| 2000s | 42.7% | 27.4% | 15.3% | Bhutan |
| 2010s | 22.9% | 21.2% | 1.7% | 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 El Salvador?
- El Salvador, at 16.0% against 15.1% in Bhutan as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Bhutan and El Salvador?
- 0.9%, with El Salvador ahead.
- How many years of comparable data are there for Bhutan and El Salvador?
- 12 years are reported by both, from 1998 to 2017.
- How do Bhutan and El Salvador rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Bhutan ranks 37th and El Salvador ranks 34th 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.
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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/