Namibia vs Zambia: 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
- Namibia
- Zambia
How they compare
Zambia currently reports 27.4% against 26.1% in Namibia, a difference of 1.3%.
The two have swapped places 1 time across 14 shared years of data; in 1998 it was Namibia ahead.
Namibia ranks 21st and Zambia ranks 19th of 155 countries.
Across the 3 decades both report, Namibia averaged higher in 1 and Zambia in 2.
Head to head by decade
| Decade | Namibia | Zambia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 31.7% | 27.1% | 4.6% | Namibia |
| 2000s | 27.3% | 34.7% | 7.3% | Zambia |
| 2010s | 27.0% | 30.0% | 2.9% | Zambia |
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, Namibia or Zambia?
- Zambia, at 27.4% against 26.1% in Namibia as of 2017.
- What is the difference in percentage of pupils enrolled in primary education who are at least 2 between Namibia and Zambia?
- 1.3%, with Zambia ahead.
- How many years of comparable data are there for Namibia and Zambia?
- 14 years are reported by both, from 1998 to 2017.
- How do Namibia and Zambia rank globally for percentage of pupils enrolled in primary education who are at least 2?
- Namibia ranks 21st and Zambia ranks 19th 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/