Lesotho vs Mauritania: 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
- Lesotho
- Mauritania
How they compare
Lesotho currently reports 36.8% against 34.7% in Mauritania, a difference of 2.1%.
That makes Lesotho's figure about 1.1 times Mauritania's.
The two have swapped places 1 time across 16 shared years of data; in 1999 it was Lesotho ahead.
Lesotho ranks 10th and Mauritania ranks 13th of 154 countries.
Lesotho has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lesotho | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 79.8% | 49.3% | 30.5% | Lesotho |
| 2000s | 62.8% | 43.5% | 19.3% | Lesotho |
| 2010s | 45.5% | 43.2% | 2.3% | Lesotho |
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, Lesotho or Mauritania?
- Lesotho, at 36.8% against 34.7% in Mauritania as of 2017.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Lesotho and Mauritania?
- 2.1%, with Lesotho ahead.
- How many years of comparable data are there for Lesotho and Mauritania?
- 16 years are reported by both, from 1999 to 2017.
- How do Lesotho and Mauritania rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Lesotho ranks 10th and Mauritania ranks 13th 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/