Cuba vs Guyana: 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
- Cuba
- Guyana
How they compare
Guyana currently reports 0.4% against 0.4% in Cuba, a difference of 0.0%.
That makes Guyana's figure about 1.1 times Cuba's.
Across all 5 years both countries report, Guyana has been ahead every year.
Cuba ranks 128th and Guyana ranks 125th of 155 countries.
Guyana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cuba | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.3% | 1.0% | 0.7% | Guyana |
| 2010s | 0.3% | 0.5% | 0.2% | Guyana |
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, Cuba or Guyana?
- Guyana, at 0.4% against 0.4% in Cuba as of 2012.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Cuba and Guyana?
- 0.0%, with Guyana ahead.
- How many years of comparable data are there for Cuba and Guyana?
- 5 years are reported by both, from 2008 to 2012.
- How do Cuba and Guyana rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Cuba ranks 128th and Guyana ranks 125th 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/