Low income vs Madagascar: 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
- Low income
- Madagascar
How they compare
Madagascar currently reports 43.7% against 26.2% in Low income, a difference of 17.5%.
That makes Madagascar's figure about 1.7 times Low income's.
Across all 7 years both countries report, Madagascar has been ahead every year.
Low income ranks 2nd and Madagascar ranks 3rd of 40 groups.
Madagascar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Low income | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 38.8% | 53.9% | 15.1% | Madagascar |
| 2000s | 37.4% | 56.5% | 19.1% | Madagascar |
| 2010s | 26.4% | 42.0% | 15.6% | Madagascar |
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, Low income or Madagascar?
- Madagascar, at 43.7% against 26.2% in Low income as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Low income and Madagascar?
- 17.5%, with Madagascar ahead.
- How many years of comparable data are there for Low income and Madagascar?
- 7 years are reported by both, from 1999 to 2019.
- How do Low income and Madagascar rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Low income ranks 2nd and Madagascar ranks 3rd 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/