Armenia vs Mongolia: 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
- Armenia
- Mongolia
How they compare
Armenia currently reports 0.7% against 0.6% in Mongolia, a difference of 0.1%.
That makes Armenia's figure about 1.2 times Mongolia's.
Across all 5 years both countries report, Mongolia has been ahead every year.
Armenia ranks 116th and Mongolia ranks 119th of 155 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 6.3% | 6.3% | Mongolia |
| 2010s | 0.4% | 0.9% | 0.5% | Mongolia |
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, Armenia or Mongolia?
- Armenia, at 0.7% against 0.6% in Mongolia as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Armenia and Mongolia?
- 0.1%, with Armenia ahead.
- How many years of comparable data are there for Armenia and Mongolia?
- 5 years are reported by both, from 2003 to 2018.
- How do Armenia and Mongolia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Armenia ranks 116th and Mongolia ranks 119th of 155 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, 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/