Arab World vs Eritrea: 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
- Arab World
- Eritrea
How they compare
Eritrea currently reports 34.1% against 9.7% in Arab World, a difference of 24.4%.
That makes Eritrea's figure about 3.5 times Arab World's.
Across all 19 years both countries report, Eritrea has been ahead every year.
Arab World ranks 13th and Eritrea ranks 12th of 40 groups.
Eritrea has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Eritrea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13.7% | 53.5% | 39.8% | Eritrea |
| 2000s | 12.7% | 32.6% | 19.9% | Eritrea |
| 2010s | 11.1% | 25.8% | 14.7% | Eritrea |
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, Arab World or Eritrea?
- Eritrea, at 34.1% against 9.7% in Arab World as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Arab World and Eritrea?
- 24.4%, with Eritrea ahead.
- How many years of comparable data are there for Arab World and Eritrea?
- 19 years are reported by both, from 1999 to 2018.
- How do Arab World and Eritrea rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Arab World ranks 13th and Eritrea ranks 12th of 40 groups.
- 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, both sexes (%). 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/