Latin America & Caribbean (excluding high income) | Repeaters, primary, male (% of male 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, male (% of male enrollment)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970 16.503
1971 15.07181
1972 15.9617
1973 15.71216
1974 15.09705
1975 14.41746
1976 14.47264
1977 14.65102
1978 15.51887
1979 14.23509
1980 16.11209
1981 15.78041
1982 15.7591
1983 15.40836
1984 15.11243
1985 14.77451
1986 14.8513
1987 14.14533
1988 14.09855
1989 13.89907
1990 14.21412
1991 13.677
1992 13.77611
1993 12.98778
1994 13.10899
1995 13.64498
1996 13.41381
1997 13.07171
1998 13.47921
1999 13.06848
2000 13.14365
2001 11.98999
2002 11.70039
2003 11.16948
2004 10.99396
2005 10.47777
2006 9.58679
2007 8.52852
2008 7.70336
2009 7.05664
2010 6.54471
2011 6.32313
2012 6.16363
2013 5.63721
2014 4.89289
2015 4.75829
2016 4.54619
2017 4.79296
2018 4.87144
2019
2020
2021
2022

Latin America & Caribbean (excluding high income) | Repeaters, primary, male (% of male 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