Eswatini, Kingdom of vs Namibia: School enrollment, secondary
School enrollment, secondary over time
- Eswatini, Kingdom of
- Namibia
How they compare
Eswatini, Kingdom of currently reports 82.0% against 82.0% in Namibia, a difference of 0.0%.
The two have swapped places 1 time across 22 shared years of data; in 1992 it was Namibia ahead.
Eswatini, Kingdom of ranks 132nd and Namibia ranks 133rd of 203 countries.
Namibia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eswatini, Kingdom of | Namibia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 45.9% | 57.4% | 11.5% | Namibia |
| 2000s | 48.5% | 64.4% | 15.9% | Namibia |
| 2010s | 72.0% | 75.0% | 3.1% | Namibia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher school enrollment, secondary, Eswatini, Kingdom of or Namibia?
- Eswatini, Kingdom of, at 82.0% against 82.0% in Namibia as of 2016.
- What is the difference in school enrollment, secondary between Eswatini, Kingdom of and Namibia?
- 0.0%, with Eswatini, Kingdom of ahead.
- How many years of comparable data are there for Eswatini, Kingdom of and Namibia?
- 22 years are reported by both, from 1992 to 2016.
- How do Eswatini, Kingdom of and Namibia rank globally for school enrollment, secondary?
- Eswatini, Kingdom of ranks 132nd and Namibia ranks 133rd of 203 countries.
- Where does this data come from?
- Data API, UN Educational, Scientific and Cultural Organization (UNESCO), published as School enrollment, secondary (% 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. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.