Latin America & Caribbean (excluding high income) | 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
Latin America & Caribbean (excluding high income)
Records
63
Source
Latin America & Caribbean (excluding high income) | Repeaters, primary, female (% of female enrollment)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970 13.76037
1971 13.06353
1972 13.73217
1973 13.17587
1974 12.59399
1975 11.66189
1976 11.8013
1977 11.88286
1978 12.33944
1979 11.29802
1980 12.81172
1981 12.57497
1982 12.6755
1983 12.37326
1984 12.17631
1985 12.04875
1986 12.21934
1987 11.48206
1988 11.55325
1989 11.41994
1990 11.30243
1991 11.23652
1992 10.87235
1993 11.04734
1994 11.06659
1995 11.79779
1996 11.80064
1997 11.36363
1998 11.62213
1999 11.66619
2000 11.72989
2001 10.51164
2002 10.22104
2003 9.57333
2004 9.53835
2005 9.03359
2006 8.14866
2007 7.20588
2008 6.37262
2009 5.83513
2010 5.3599
2011 5.11647
2012 5.07394
2013 4.6584
2014 4.10338
2015 3.96755
2016 3.8196
2017 4.04196
2018 3.98299
2019
2020
2021
2022
Latin America & Caribbean (excluding high income) | 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
Latin America & Caribbean (excluding high income)
Records
63
Source