Guatemala vs Morocco: 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
- Guatemala
- Morocco
How they compare
Guatemala currently reports 16.8% against 16.6% in Morocco, a difference of 0.2%.
The two have swapped places 2 times across 20 shared years of data; in 1999 it was Guatemala ahead.
Guatemala ranks 30th and Morocco ranks 32nd of 154 countries.
Guatemala has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Guatemala | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 36.8% | 33.7% | 3.1% | Guatemala |
| 2000s | 31.7% | 27.4% | 4.3% | Guatemala |
| 2010s | 21.5% | 18.8% | 2.7% | Guatemala |
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, Guatemala or Morocco?
- Guatemala, at 16.8% against 16.6% in Morocco as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Guatemala and Morocco?
- 0.2%, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Morocco?
- 20 years are reported by both, from 1999 to 2019.
- How do Guatemala and Morocco rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Guatemala ranks 30th and Morocco ranks 32nd 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/