Cameroon vs Guatemala: 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
- Cameroon
- Guatemala
How they compare
Guatemala currently reports 14.8% against 14.7% in Cameroon, a difference of 0.1%.
The two have swapped places 4 times across 6 shared years of data; in 2009 it was Guatemala ahead.
Cameroon ranks 34th and Guatemala ranks 32nd of 155 countries.
Guatemala has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cameroon | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.7% | 26.5% | 3.8% | Guatemala |
| 2010s | 18.2% | 18.3% | 0.1% | Guatemala |
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, Cameroon or Guatemala?
- Guatemala, at 14.8% against 14.7% in Cameroon as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cameroon and Guatemala?
- 0.1%, with Guatemala ahead.
- How many years of comparable data are there for Cameroon and Guatemala?
- 6 years are reported by both, from 2009 to 2019.
- How do Cameroon and Guatemala rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cameroon ranks 34th and Guatemala ranks 32nd 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/