Cape Verde vs South Africa: 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
- Cape Verde
- South Africa
How they compare
Cape Verde currently reports 12.3% against 11.4% in South Africa, a difference of 0.9%.
That makes Cape Verde's figure about 1.1 times South Africa's.
Across all 8 years both countries report, Cape Verde has been ahead every year.
Cape Verde ranks 40th and South Africa ranks 41st of 154 countries.
Cape Verde has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.6% | 19.1% | 4.5% | Cape Verde |
| 2010s | 12.7% | 9.9% | 2.7% | Cape Verde |
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, Cape Verde or South Africa?
- Cape Verde, at 12.3% against 11.4% in South Africa as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cape Verde and South Africa?
- 0.9%, with Cape Verde ahead.
- How many years of comparable data are there for Cape Verde and South Africa?
- 8 years are reported by both, from 2000 to 2018.
- How do Cape Verde and South Africa rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cape Verde ranks 40th and South Africa ranks 41st 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/