Cayman Islands vs Croatia: 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
- Cayman Islands
- Croatia
How they compare
Croatia currently reports 0.2% against 0.2% in Cayman Islands, a difference of 0.0%.
The two have swapped places 2 times across 6 shared years of data; in 1999 it was Croatia ahead.
Cayman Islands ranks 139th and Croatia ranks 138th of 155 countries.
Across the 3 decades both report, Cayman Islands averaged higher in 1 and Croatia in 2.
Head to head by decade
| Decade | Cayman Islands | Croatia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.2% | 0.6% | 0.4% | Croatia |
| 2000s | 1.4% | 0.6% | 0.8% | Cayman Islands |
| 2010s | 0.3% | 0.3% | 0.0% | Croatia |
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, Cayman Islands or Croatia?
- Croatia, at 0.2% against 0.2% in Cayman Islands as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cayman Islands and Croatia?
- 0.0%, with Croatia ahead.
- How many years of comparable data are there for Cayman Islands and Croatia?
- 6 years are reported by both, from 1999 to 2018.
- How do Cayman Islands and Croatia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cayman Islands ranks 139th and Croatia ranks 138th 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/