Mauritania vs Mozambique: 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
- Mauritania
- Mozambique
How they compare
Mauritania currently reports 39.4% against 38.2% in Mozambique, a difference of 1.2%.
The two have swapped places 3 times across 16 shared years of data; in 1999 it was Mozambique ahead.
Mauritania ranks 5th and Mozambique ranks 7th of 155 countries.
Across the 3 decades both report, Mauritania averaged higher in 1 and Mozambique in 2.
Head to head by decade
| Decade | Mauritania | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 49.9% | 70.3% | 20.4% | Mozambique |
| 2000s | 44.3% | 58.9% | 14.7% | Mozambique |
| 2010s | 43.6% | 42.0% | 1.7% | Mauritania |
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, Mauritania or Mozambique?
- Mauritania, at 39.4% against 38.2% in Mozambique as of 2019.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Mauritania and Mozambique?
- 1.2%, with Mauritania ahead.
- How many years of comparable data are there for Mauritania and Mozambique?
- 16 years are reported by both, from 1999 to 2019.
- How do Mauritania and Mozambique rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Mauritania ranks 5th and Mozambique ranks 7th 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/