Cambodia vs North America: 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
- North America
How they compare
Cambodia currently reports 18.4% against 3.3% in North America, a difference of 15.1%.
That makes Cambodia's figure about 5.6 times North America's.
Across all 6 years both countries report, Cambodia has been ahead every year.
Cambodia ranks 28th and North America ranks 31st of 155 countries.
Cambodia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of pupils enrolled in primary education who are at least 2, Cambodia or North America?
- Cambodia, at 18.4% against 3.3% in North America as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cambodia and North America?
- 15.1%, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and North America?
- 6 years are reported by both, from 2012 to 2019.
- How do Cambodia and North America rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cambodia ranks 28th and North America ranks 31st 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.
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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/