Bahrain vs Viet Nam: 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
- Bahrain
- Viet Nam
How they compare
Bahrain currently reports 1.1% against 1.0% in Viet Nam, a difference of 0.1%.
That makes Bahrain's figure about 1.1 times Viet Nam's.
The two have swapped places 1 time across 8 shared years of data; in 1999 it was Viet Nam ahead.
Bahrain ranks 107th and Viet Nam ranks 110th of 155 countries.
Across the 3 decades both report, Bahrain averaged higher in 1 and Viet Nam in 2.
Head to head by decade
| Decade | Bahrain | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5.5% | 14.3% | 8.7% | Viet Nam |
| 2000s | 5.4% | 9.1% | 3.7% | Viet Nam |
| 2010s | 2.1% | 1.7% | 0.5% | Bahrain |
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, Bahrain or Viet Nam?
- Bahrain, at 1.1% against 1.0% in Viet Nam as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Bahrain and Viet Nam?
- 0.1%, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Viet Nam?
- 8 years are reported by both, from 1999 to 2016.
- How do Bahrain and Viet Nam rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Bahrain ranks 107th and Viet Nam ranks 110th 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/