Botswana vs Cambodia: 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
- Botswana
- Cambodia
How they compare
Botswana currently reports 20.5% against 18.4% in Cambodia, a difference of 2.1%.
That makes Botswana's figure about 1.1 times Cambodia's.
The two have swapped places 1 time across 7 shared years of data; in 1999 it was Botswana ahead.
Botswana ranks 27th and Cambodia ranks 28th of 155 countries.
Across the 3 decades both report, Botswana averaged higher in 2 and Cambodia in 1.
Head to head by decade
| Decade | Botswana | Cambodia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 44.0% | 23.3% | 20.7% | Botswana |
| 2000s | 36.6% | 27.9% | 8.8% | Botswana |
| 2010s | 20.2% | 25.5% | 5.4% | Cambodia |
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, Botswana or Cambodia?
- Botswana, at 20.5% against 18.4% in Cambodia as of 2013.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Botswana and Cambodia?
- 2.1%, with Botswana ahead.
- How many years of comparable data are there for Botswana and Cambodia?
- 7 years are reported by both, from 1999 to 2012.
- How do Botswana and Cambodia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Botswana ranks 27th and Cambodia ranks 28th 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/