IDA only vs Nicaragua: 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
- IDA only
- Nicaragua
How they compare
Nicaragua currently reports 38.0% against 22.7% in IDA only, a difference of 15.3%.
That makes Nicaragua's figure about 1.7 times IDA only's.
The two have swapped places 1 time across 10 shared years of data; in 1999 it was IDA only ahead.
IDA only ranks 9th and Nicaragua ranks 9th of 40 groups.
Across the 3 decades both report, IDA only averaged higher in 1 and Nicaragua in 2.
Head to head by decade
| Decade | IDA only | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 31.5% | 27.1% | 4.5% | IDA only |
| 2000s | 29.4% | 30.6% | 1.3% | Nicaragua |
| 2010s | 27.7% | 38.0% | 10.3% | Nicaragua |
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, IDA only or Nicaragua?
- Nicaragua, at 38.0% against 22.7% in IDA only as of 2010.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between IDA only and Nicaragua?
- 15.3%, with Nicaragua ahead.
- How many years of comparable data are there for IDA only and Nicaragua?
- 10 years are reported by both, from 1999 to 2010.
- How do IDA only and Nicaragua rank globally for percentage of pupils enrolled in primary education who are at least 2?
- IDA only ranks 9th and Nicaragua ranks 9th of 40 groups.
- 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/