Kenya vs Sub-Saharan 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
- Kenya
- Sub-Saharan Africa
How they compare
Kenya currently reports 46.5% against 29.4% in Sub-Saharan Africa, a difference of 17.1%.
That makes Kenya's figure about 1.6 times Sub-Saharan Africa's.
Across all 10 years both countries report, Kenya has been ahead every year.
Kenya ranks 2nd and Sub-Saharan Africa ranks 5th of 154 countries.
Kenya has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kenya | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 53.8% | 34.0% | 19.8% | Kenya |
| 2000s | 49.4% | 31.3% | 18.2% | Kenya |
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, Kenya or Sub-Saharan Africa?
- Kenya, at 46.5% against 29.4% in Sub-Saharan Africa as of 2009.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Kenya and Sub-Saharan Africa?
- 17.1%, with Kenya ahead.
- How many years of comparable data are there for Kenya and Sub-Saharan Africa?
- 10 years are reported by both, from 1999 to 2009.
- How do Kenya and Sub-Saharan Africa rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Kenya ranks 2nd and Sub-Saharan Africa ranks 5th 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/