Burkina Faso vs Ethiopia: 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
- Burkina Faso
- Ethiopia
How they compare
Burkina Faso currently reports 22.8% against 22.2% in Ethiopia, a difference of 0.6%.
The two have swapped places 1 time across 9 shared years of data; in 1999 it was Ethiopia ahead.
Burkina Faso ranks 23rd and Ethiopia ranks 25th of 155 countries.
Across the 3 decades both report, Burkina Faso averaged higher in 1 and Ethiopia in 2.
Head to head by decade
| Decade | Burkina Faso | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 22.4% | 57.5% | 35.1% | Ethiopia |
| 2000s | 11.4% | 44.1% | 32.7% | Ethiopia |
| 2010s | 36.0% | 25.1% | 10.9% | Burkina Faso |
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, Burkina Faso or Ethiopia?
- Burkina Faso, at 22.8% against 22.2% in Ethiopia as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Burkina Faso and Ethiopia?
- 0.6%, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Ethiopia?
- 9 years are reported by both, from 1999 to 2015.
- How do Burkina Faso and Ethiopia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Burkina Faso ranks 23rd and Ethiopia ranks 25th 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/