Fragile and conflict affected situations | Repeaters, primary, female (% of female enrollment)
Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school. Development relevance: Data on repeaters are often used to indicate an education system's internal efficiency. Repeaters not only increase the cost of education for the family and the school system, but also use limited school resources. Limitations and exceptions: Country policies on repetition and promotion differ. In some cases the number of repeaters is controlled because of limited capacity. In other cases the number of repeaters is almost 0 because of automatic promotion – suggesting a system that is highly efficient but that may not be endowing students with enough cognitive skills. Statistical concept and methodology: Share of repeaters in primary school is calculated by dividing the sum of repeaters in all grades of primary school by the total number of students enrolled in primary school, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).
Publisher
The World Bank
Origin
Fragile and conflict affected situations
Records
63
Source
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Fragile and conflict affected situations | Repeaters, primary, female (% of female enrollment)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
17.10949 1970
16.53246 1971
14.55457 1972
15.38679 1973
16.03661 1974
15.79088 1975
15.79806 1976
15.62983 1977
15.32889 1978
15.01038 1979
14.35701 1980
14.02566 1981
14.28475 1982
14.53241 1983
14.09265 1984
13.94353 1985
13.60741 1986
13.53225 1987
13.44101 1988
13.26804 1989
12.78345 1990
12.29517 1991
11.40492 1992
11.2397 1993
12.27835 1994
11.88323 1995
11.15563 1996
11.00282 1997
10.94972 1998
10.88157 1999
10.62587 2000
10.65177 2001
10.85221 2002
10.64215 2003
10.66643 2004
10.09719 2005
9.93979 2006
10.44393 2007
10.23682 2008
10.30656 2009
10.15654 2010
9.96949 2011
10.12811 2012
9.85682 2013
9.16846 2014
8.82336 2015
8.78258 2016
8.69977 2017
8.61964 2018
2019
2020
2021
2022
Fragile and conflict affected situations | Repeaters, primary, female (% of female enrollment)
Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school. Development relevance: Data on repeaters are often used to indicate an education system's internal efficiency. Repeaters not only increase the cost of education for the family and the school system, but also use limited school resources. Limitations and exceptions: Country policies on repetition and promotion differ. In some cases the number of repeaters is controlled because of limited capacity. In other cases the number of repeaters is almost 0 because of automatic promotion – suggesting a system that is highly efficient but that may not be endowing students with enough cognitive skills. Statistical concept and methodology: Share of repeaters in primary school is calculated by dividing the sum of repeaters in all grades of primary school by the total number of students enrolled in primary school, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).
Publisher
The World Bank
Origin
Fragile and conflict affected situations
Records
63
Source
Create chart Download showed records Download Full dataset