High income vs Poland: Proportion of primary schools with access to electricity
Proportion of primary schools with access to electricity over time
- High income
- Poland
How they compare
Poland currently reports 100.0% against 98.0% in High income, a difference of 2.0%.
Across all 7 years both countries report, Poland has been ahead every year.
High income ranks 4th and Poland ranks 1st of 28 groups.
Poland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | High income | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 97.1% | 100.0% | 2.9% | Poland |
| 2010s | 97.8% | 100.0% | 2.2% | Poland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of primary schools with access to electricity, High income or Poland?
- Poland, at 100.0% against 98.0% in High income as of 2016.
- What is the difference in proportion of primary schools with access to electricity between High income and Poland?
- 2.0%, with Poland ahead.
- How many years of comparable data are there for High income and Poland?
- 7 years are reported by both, from 2000 to 2016.
- How do High income and Poland rank globally for proportion of primary schools with access to electricity?
- High income ranks 4th and Poland ranks 1st of 28 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Proportion of primary schools with access to electricity (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Electricity is defined as regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/