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Education > School enrolment rate Stats: compare key data on Canada & Niger

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Definitions

  • 1st grade: Gross intake rate in grade 1 is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age."
  • 1st grade > Female: Gross intake rate in grade 1 is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age."
  • 1st grade > Male: Gross intake rate in grade 1 is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age."
  • 5th grade: Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.
  • 5th grade > Female: Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.
  • 5th grade > Male: Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.
STAT Canada Niger HISTORY
1st grade 98.03
Ranked 97th. 9% more than Niger
90.11
Ranked 4th.

1st grade > Female 97.74
Ranked 95th. 18% more than Niger
82.79
Ranked 4th.

1st grade > Male 98.3
Ranked 96th. 1% more than Niger
97.11
Ranked 3rd.

5th grade 97.82
Ranked 9th. 41% more than Niger
69.35
Ranked 9th.

5th grade > Female 99.27
Ranked 7th. 50% more than Niger
66.32
Ranked 9th.

5th grade > Male 96.47
Ranked 7th. 34% more than Niger
71.8
Ranked 9th.

SOURCES: United Nations Educational, Scientific, and Cultural Organisation (UNESCO) Institute for Statistics.

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