Azerbaijan vs Papua New Guinea: School enrollment, preprimary, male
School enrollment, preprimary, male over time
- Azerbaijan
- Papua New Guinea
How they compare
Azerbaijan currently reports 46.4% against 46.2% in Papua New Guinea, a difference of 0.2%.
The two have swapped places 1 time across 12 shared years of data; in 1981 it was Azerbaijan ahead.
Azerbaijan ranks 125th and Papua New Guinea ranks 126th of 194 countries.
Across the 4 decades both report, Azerbaijan averaged higher in 2 and Papua New Guinea in 2.
Head to head by decade
| Decade | Azerbaijan | Papua New Guinea | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 23.1% | 0.3% | 22.7% | Azerbaijan |
| 1990s | 19.4% | 6.1% | 13.2% | Azerbaijan |
| 2000s | 23.6% | 78.5% | 54.9% | Papua New Guinea |
| 2010s | 31.3% | 44.8% | 13.6% | Papua New Guinea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher school enrollment, preprimary, male, Azerbaijan or Papua New Guinea?
- Azerbaijan, at 46.4% against 46.2% in Papua New Guinea as of 2021.
- What is the difference in school enrollment, preprimary, male between Azerbaijan and Papua New Guinea?
- 0.2%, with Azerbaijan ahead.
- How many years of comparable data are there for Azerbaijan and Papua New Guinea?
- 12 years are reported by both, from 1981 to 2018.
- How do Azerbaijan and Papua New Guinea rank globally for school enrollment, preprimary, male?
- Azerbaijan ranks 125th and Papua New Guinea ranks 126th of 194 countries.
- Where does this data come from?
- Stat Bulk Data Download Service, UN Educational, Scientific and Cultural Organization (UNESCO), published as School enrollment, preprimary, male (% gross). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.