Chad vs Ghana: 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
- Chad
- Ghana
How they compare
Ghana currently reports 31.4% against 29.8% in Chad, a difference of 1.6%.
That makes Ghana's figure about 1.1 times Chad's.
The two have swapped places 1 time across 7 shared years of data; in 2000 it was Chad ahead.
Chad ranks 16th and Ghana ranks 14th of 155 countries.
Across the 2 decades both report, Chad averaged higher in 1 and Ghana in 1.
Head to head by decade
| Decade | Chad | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 46.1% | 38.6% | 7.6% | Chad |
| 2010s | 27.0% | 30.2% | 3.3% | Ghana |
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, Chad or Ghana?
- Ghana, at 31.4% against 29.8% in Chad as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Chad and Ghana?
- 1.6%, with Ghana ahead.
- How many years of comparable data are there for Chad and Ghana?
- 7 years are reported by both, from 2000 to 2018.
- How do Chad and Ghana rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Chad ranks 16th and Ghana ranks 14th 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/