Paraguay—Gross Intake to First Primary Grade, Total (%)
Latest Value
99.1%
2012
YoY Change
-4.6%
2011 → 2012
Maximum
128.1%
2000
Minimum
99.1%
2012
CAGR
-2.1%
13 years
Last
99.1%
Previous
103.9%
Highest
128.1%
Lowest
99.1%
Unit
% of relevant age group
Source
World Bank World Development Indicators
Paraguay's gross intake to first primary grade, total (%) was 99.1% in 2012. This represents a -4.6% change from 2011. Over the past 13 years, the highest recorded value was 128.1% (2000) and the lowest was 99.1% (2012). Data sourced from the World Bank World Development Indicators.
Source: World Bank World Development Indicators
Historical Data
| Year | Value | Change |
|---|---|---|
| 2012 | 99.1% | -4.6% |
| 2011 | 103.9% | -0.8% |
| 2010 | 104.7% | -2.5% |
| 2009 | 107.4% | +2.7% |
| 2008 | 104.5% | +0.7% |
| 2007 | 103.8% | -2.8% |
| 2006 | 106.8% | -4.5% |
| 2005 | 111.8% | -3.2% |
| 2004 | 115.4% | +0.1% |
| 2003 | 115.3% | +0.1% |
| 2002 | 115.2% | -5.2% |
| 2001 | 121.5% | -5.2% |
| 2000 | 128.1% |
Top Countries — Gross Intake to First Primary Grade, Total (%)
| # | Country | Value | Year |
|---|---|---|---|
| 1 | Sierra Leone | 171.8% | 2018 |
| 2 | Mozambique | 171.4% | 2018 |
| 3 | Madagascar | 155.5% | 2018 |
| 4 | British Virgin Islands | 150.2% | 2017 |
| 5 | Benin | 146.9% | 2018 |
| 6 | Nepal | 146.6% | 2019 |
| 7 | Togo | 141.7% | 2018 |
| 8 | Ethiopia | 141.5% | 2015 |
| 9 | Congo, Dem. Rep. | 139.9% | 2015 |
| 10 | Uganda | 139.4% | 2017 |
About This Indicator
Definition
Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.
Methodology
Original contributors: Stat Bulk Data Download Service, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://uis.unesco.org/bdds, publisher: UNESCO Institute for Statistics (UIS)
Unit
% of relevant age group
Source: World Bank (World Development Indicators)View original source →