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