Repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa
SDG: Northern Africa: Repeaters in primary education, all grades, female (number), annual was -18.78 % change on previous year in 2024. ◆ Volatile
Repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa, 1971–2024
Source: Statizoid (derived). Measured in % change on previous year.
Analysis
The most recent figure for repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa is -18.78 % change on previous year, measured in 2024. That is the lowest value across all 54 years on record.
Compared with earlier readings it is down 313.2% on the previous year and down 1,337.8% over ten years.
Over the whole period, repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa peaked at 36.77 % change on previous year in 2022 and was at its lowest, -18.78 % change on previous year, in 2024.
SDG: Northern Africa ranks 213th of 220 groups on this measure, in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa, year by year
| Year | % change on previous year | Change |
|---|---|---|
| 1971 | -1.13 % change on previous year | — |
| 1972 | 2.61 % change on previous year | -329.8% |
| 1973 | -5.39 % change on previous year | -306.8% |
| 1974 | 2.12 % change on previous year | -139.4% |
| 1975 | 14.81 % change on previous year | +597.8% |
| 1976 | 9.05 % change on previous year | -38.9% |
| 1977 | 1.6 % change on previous year | -82.3% |
| 1978 | 12.99 % change on previous year | +712.0% |
| 1979 | 13.13 % change on previous year | +1.1% |
| 1980 | -8.03 % change on previous year | -161.2% |
| 1981 | 5.75 % change on previous year | -171.6% |
| 1982 | -18.44 % change on previous year | -420.6% |
| 1983 | -3.53 % change on previous year | -80.9% |
| 1984 | 3.35 % change on previous year | -195.1% |
| 1985 | -15.72 % change on previous year | -569.0% |
| 1986 | -0.739 % change on previous year | -95.3% |
| 1987 | 4.72 % change on previous year | -738.6% |
| 1988 | 0.6054 % change on previous year | -87.2% |
| 1989 | -1.48 % change on previous year | -344.3% |
| 1990 | -1.27 % change on previous year | -14.2% |
| 1991 | 8.88 % change on previous year | -799.5% |
| 1992 | 2.5 % change on previous year | -71.9% |
| 1993 | 4.59 % change on previous year | +83.6% |
| 1994 | 4.88 % change on previous year | +6.4% |
| 1995 | -1.14 % change on previous year | -123.4% |
| 1996 | 4.26 % change on previous year | -472.6% |
| 1997 | 12.76 % change on previous year | +199.7% |
| 1998 | -8.21 % change on previous year | -164.3% |
| 1999 | 14.86 % change on previous year | -281.1% |
| 2000 | 4.48 % change on previous year | -69.9% |
| 2001 | -5.87 % change on previous year | -231.2% |
| 2002 | -4.48 % change on previous year | -23.7% |
| 2003 | -1.74 % change on previous year | -61.2% |
| 2004 | -6.02 % change on previous year | +246.1% |
| 2005 | -9.99 % change on previous year | +66.1% |
| 2006 | -1.45 % change on previous year | -85.5% |
| 2007 | -3.17 % change on previous year | +118.6% |
| 2008 | -6.09 % change on previous year | +92.1% |
| 2009 | 8.55 % change on previous year | -240.3% |
| 2010 | -7.1 % change on previous year | -183.1% |
| 2011 | -10.37 % change on previous year | +46.2% |
| 2012 | -3.67 % change on previous year | -64.6% |
| 2013 | 8.7 % change on previous year | -336.8% |
| 2014 | -1.31 % change on previous year | -115.0% |
| 2015 | -8.88 % change on previous year | +580.1% |
| 2016 | 20.62 % change on previous year | -332.2% |
| 2017 | -8.81 % change on previous year | -142.7% |
| 2018 | -5.45 % change on previous year | -38.1% |
| 2019 | -14.06 % change on previous year | +157.9% |
| 2020 | -12.38 % change on previous year | -11.9% |
| 2021 | -17.67 % change on previous year | +42.7% |
| 2022 | 36.77 % change on previous year | -308.1% |
| 2023 | -4.54 % change on previous year | -112.4% |
| 2024 | -18.78 % change on previous year | +313.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1970s | 5.53 % change on previous year | -5.39 % change on previous year | 14.81 % change on previous year | 9 |
| 1980s | -3.35 % change on previous year | -18.44 % change on previous year | 5.75 % change on previous year | 10 |
| 1990s | 4.21 % change on previous year | -8.21 % change on previous year | 14.86 % change on previous year | 10 |
| 2000s | -2.58 % change on previous year | -9.99 % change on previous year | 8.55 % change on previous year | 10 |
| 2010s | -3.03 % change on previous year | -14.06 % change on previous year | 20.62 % change on previous year | 10 |
| 2020s | -3.32 % change on previous year | -18.78 % change on previous year | 36.77 % change on previous year | 5 |
More education data for SDG: Northern Africa
- Enrolment in secondary education, both sexes (number), gaps filled 26.17 million (2024)
- Enrolment in secondary education, female (number), annual growth rate 4.36 % change on previous year (2024)
- Enrolment in secondary education, female (number), gaps filled 12.91 million (2024)
- Teachers in primary education, both sexes (number), annual growth rate 4.66 % change on previous year (2024)
- Teachers in primary education, both sexes (number), gaps filled 1.30 million (2024)
- Enrolment in secondary education, both sexes (number), annual growth 3.99 % change on previous year (2024)
- Enrolment in primary education, female (number), annual growth rate 1.47 % change on previous year (2024)
- Enrolment in primary education, both sexes (number), gaps filled 33.17 million (2024)
- Enrolment in primary education, both sexes (number), annual growth 1.18 % change on previous year (2024)
- Enrolment in secondary education, male (number), gaps filled 13.26 million (2024)
Frequently asked questions
- What is repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa?
- Repeaters in primary education, all grades, female (number), annual in SDG: Northern Africa was -18.78 % change on previous year in 2024, according to Statizoid (derived).
- What is the highest repeaters in primary education, all grades, female (number), annual recorded in SDG: Northern Africa?
- The highest recorded value was 36.77 % change on previous year in 2022.
- What is the lowest repeaters in primary education, all grades, female (number), annual recorded in SDG: Northern Africa?
- The lowest recorded value was -18.78 % change on previous year in 2024.
- How does SDG: Northern Africa rank for repeaters in primary education, all grades, female (number), annual?
- SDG: Northern Africa ranks 213th out of 220 groups with data for 2024.
- Is repeaters in primary education, all grades, female (number), annual rising or falling in SDG: Northern Africa?
- Over the last ten years it is down 1,337.8%. The long-run trend across the full record is volatile.
- Where does this SDG: Northern Africa data come from?
- The figures come from Statizoid (derived), published as part of Repeaters in primary education, all grades, female (number), annual growth rate. Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 54 observations, free to reuse under Derived by Statizoid from the sources named on the page.
How this figure is calculated
The year-on-year percentage change in Repeaters in primary education, all grades, female (number). Computed from consecutive annual observations; years either side of a gap are skipped rather than bridged.
Computed from
- Repeaters in primary education, all grades, female UNESCO Institute for Statistics
Statizoid computes this series; the underlying measurements belong to the publishers named above. The arithmetic is applied to every country and year where both inputs report, and nothing is estimated unless the page says so.
About this data
The year-on-year percentage change in Repeaters in primary education, all grades, female (number). Computed from consecutive annual observations; years either side of a gap are skipped rather than bridged.