Central African Republic vs Niger: Gross enrolment ratio, lower secondary, female
Gross enrolment ratio, lower secondary, female over time
- Central African Republic
- Niger
How they compare
Niger currently reports 28.1% against 18.3% in Central African Republic, a difference of 9.8%.
That makes Niger's figure about 1.5 times Central African Republic's.
The two have swapped places 3 times across 9 shared years of data; in 2001 it was Central African Republic ahead.
Central African Republic ranks 187th and Niger ranks 186th of 188 countries.
Across the 2 decades both report, Central African Republic averaged higher in 1 and Niger in 1.
Head to head by decade
| Decade | Central African Republic | Niger | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 11.8% | 10.0% | 1.7% | Central African Republic |
| 2010s | 16.1% | 21.8% | 5.7% | Niger |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher gross enrolment ratio, lower secondary, female, Central African Republic or Niger?
- Niger, at 28.1% against 18.3% in Central African Republic as of 2017.
- What is the difference in gross enrolment ratio, lower secondary, female between Central African Republic and Niger?
- 9.8%, with Niger ahead.
- How many years of comparable data are there for Central African Republic and Niger?
- 9 years are reported by both, from 2001 to 2017.
- How do Central African Republic and Niger rank globally for gross enrolment ratio, lower secondary, female?
- Central African Republic ranks 187th and Niger ranks 186th of 188 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Gross enrolment ratio, lower secondary, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total female enrollment in lower secondary education, regardless of age, expressed as a percentage of the total female population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.