Belarus vs Lower middle income: School enrollment, preprimary, male
School enrollment, preprimary, male over time
- Belarus
- Lower middle income
How they compare
Belarus currently reports 99.6% against 59.1% in Lower middle income, a difference of 40.5%.
That makes Belarus's figure about 1.7 times Lower middle income's.
Across all 24 years both countries report, Belarus has been ahead every year.
Belarus ranks 27th and Lower middle income ranks 25th of 194 countries.
Belarus has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Belarus | Lower middle income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 88.3% | 19.5% | 68.9% | Belarus |
| 2000s | 98.9% | 29.8% | 69.0% | Belarus |
| 2010s | 102.7% | 51.9% | 50.8% | Belarus |
| 2020s | 101.8% | 59.1% | 42.7% | Belarus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher school enrollment, preprimary, male, Belarus or Lower middle income?
- Belarus, at 99.6% against 59.1% in Lower middle income as of 2021.
- What is the difference in school enrollment, preprimary, male between Belarus and Lower middle income?
- 40.5%, with Belarus ahead.
- How many years of comparable data are there for Belarus and Lower middle income?
- 24 years are reported by both, from 1995 to 2020.
- How do Belarus and Lower middle income rank globally for school enrollment, preprimary, male?
- Belarus ranks 27th and Lower middle income ranks 25th 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.