Eritrea vs Lower middle income: 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
- Eritrea
- Lower middle income
How they compare
Eritrea currently reports 34.1% against 8.9% in Lower middle income, a difference of 25.2%.
That makes Eritrea's figure about 3.8 times Lower middle income's.
Across all 6 years both countries report, Eritrea has been ahead every year.
Eritrea ranks 12th and Lower middle income ranks 15th of 155 countries.
Eritrea 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, Eritrea or Lower middle income?
- Eritrea, at 34.1% against 8.9% in Lower middle income as of 2018.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Eritrea and Lower middle income?
- 25.2%, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Lower middle income?
- 6 years are reported by both, from 2012 to 2018.
- How do Eritrea and Lower middle income rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Eritrea ranks 12th and Lower middle income ranks 15th 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/