Hong Kong, China vs Naoero: 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
- Hong Kong, China
- Naoero
How they compare
Hong Kong, China currently reports 1.6% against 1.6% in Naoero, a difference of 0.0%.
The two have swapped places 2 times across 5 shared years of data; in 2007 it was Hong Kong, China ahead.
Hong Kong, China ranks 93rd and Naoero ranks 94th of 155 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Naoero | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.4% | 0.0% | 2.4% | Hong Kong, China |
| 2010s | 1.4% | 0.9% | 0.5% | Hong Kong, China |
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, Hong Kong, China or Naoero?
- Hong Kong, China, at 1.6% against 1.6% in Naoero as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Hong Kong, China and Naoero?
- 0.0%, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Naoero?
- 5 years are reported by both, from 2007 to 2019.
- How do Hong Kong, China and Naoero rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Hong Kong, China ranks 93rd and Naoero ranks 94th 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/