Botswana vs Togo: 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
- Botswana
- Togo
How they compare
Botswana currently reports 24.9% against 22.7% in Togo, a difference of 2.2%.
That makes Botswana's figure about 1.1 times Togo's.
Across all 10 years both countries report, Botswana has been ahead every year.
Botswana ranks 23rd and Togo ranks 26th of 154 countries.
Botswana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Botswana | Togo | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 49.3% | 42.7% | 6.6% | Botswana |
| 2000s | 43.1% | 28.9% | 14.1% | Botswana |
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, Botswana or Togo?
- Botswana, at 24.9% against 22.7% in Togo as of 2013.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Botswana and Togo?
- 2.2%, with Botswana ahead.
- How many years of comparable data are there for Botswana and Togo?
- 10 years are reported by both, from 1999 to 2008.
- How do Botswana and Togo rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Botswana ranks 23rd and Togo ranks 26th 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/