Cambodia 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
- Cambodia
- Ethiopia
How they compare
Ethiopia currently reports 22.2% against 18.4% in Cambodia, a difference of 3.8%.
That makes Ethiopia's figure about 1.2 times Cambodia's.
Across all 8 years both countries report, Ethiopia has been ahead every year.
Cambodia ranks 28th and Ethiopia ranks 25th of 155 countries.
Ethiopia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cambodia | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 23.3% | 57.5% | 34.2% | Ethiopia |
| 2000s | 27.9% | 42.8% | 14.9% | Ethiopia |
| 2010s | 24.2% | 26.6% | 2.4% | Ethiopia |
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, Cambodia or Ethiopia?
- Ethiopia, at 22.2% against 18.4% in Cambodia as of 2015.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cambodia and Ethiopia?
- 3.8%, with Ethiopia ahead.
- How many years of comparable data are there for Cambodia and Ethiopia?
- 8 years are reported by both, from 1999 to 2014.
- How do Cambodia and Ethiopia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cambodia ranks 28th 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/