Botswana vs Zambia: 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
- Zambia
How they compare
Zambia currently reports 28.5% against 24.9% in Botswana, a difference of 3.6%.
That makes Zambia's figure about 1.1 times Botswana's.
The two have swapped places 3 times across 12 shared years of data; in 1998 it was Botswana ahead.
Botswana ranks 23rd and Zambia ranks 20th of 154 countries.
Across the 3 decades both report, Botswana averaged higher in 2 and Zambia in 1.
Head to head by decade
| Decade | Botswana | Zambia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 50.1% | 29.7% | 20.4% | Botswana |
| 2000s | 41.8% | 36.9% | 4.9% | Botswana |
| 2010s | 24.7% | 30.7% | 6.0% | Zambia |
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 Zambia?
- Zambia, at 28.5% against 24.9% in Botswana as of 2017.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Botswana and Zambia?
- 3.6%, with Zambia ahead.
- How many years of comparable data are there for Botswana and Zambia?
- 12 years are reported by both, from 1998 to 2013.
- How do Botswana and Zambia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Botswana ranks 23rd and Zambia ranks 20th 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/