Mongolia vs Tanzania, United Republic of: School enrollment, preprimary, male
School enrollment, preprimary, male over time
- Mongolia
- Tanzania, United Republic of
How they compare
Mongolia currently reports 80.8% against 77.6% in Tanzania, United Republic of, a difference of 3.2%.
Across all 18 years both countries report, Mongolia has been ahead every year.
Mongolia ranks 74th and Tanzania, United Republic of ranks 77th of 194 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Mongolia | Tanzania, United Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 63.7% | 29.4% | 34.2% | Mongolia |
| 2010s | 80.0% | 37.8% | 42.3% | Mongolia |
| 2020s | 83.6% | 77.9% | 5.7% | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher school enrollment, preprimary, male, Mongolia or Tanzania, United Republic of?
- Mongolia, at 80.8% against 77.6% in Tanzania, United Republic of as of 2021.
- What is the difference in school enrollment, preprimary, male between Mongolia and Tanzania, United Republic of?
- 3.2%, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Tanzania, United Republic of?
- 18 years are reported by both, from 2004 to 2021.
- How do Mongolia and Tanzania, United Republic of rank globally for school enrollment, preprimary, male?
- Mongolia ranks 74th and Tanzania, United Republic of ranks 77th 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.