Latin America & Caribbean | 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
Records
63
Source
Latin America & Caribbean | Repeaters, primary, female (% of female enrollment)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970 13.39281
1971 12.62662
1972 13.26853
1973 12.87697
1974 12.37653
1975 11.52002
1976 11.6473
1977 11.79202
1978 12.17083
1979 11.16663
1980 12.53567
1981 12.27144
1982 12.34539
1983 12.05506
1984 11.85663
1985 11.73999
1986 11.90978
1987 11.17919
1988 11.24131
1989 11.09793
1990 10.98325
1991 10.91203
1992 10.56606
1993 10.72673
1994 10.74223
1995 11.45289
1996 11.44914
1997 11.02546
1998 11.26745
1999 11.29906
2000 11.36849
2001 10.2011
2002 9.92084
2003 9.30102
2004 9.26614
2005 8.78769
2006 7.93848
2007 7.0365
2008 6.24464
2009 5.72574
2010 5.27692
2011 5.05654
2012 5.01064
2013 4.60864
2014 4.05471
2015 3.91458
2016 3.76775
2017 3.97455
2018 3.90539
2019
2020
2021
2022

Latin America & Caribbean | 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
Records
63
Source