Benin vs Latvia: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Benin
- Latvia
How they compare
Latvia currently reports 0.5% against 0.5% in Benin, a difference of 0.0%.
The two have swapped places 1 time across 11 shared years of data; in 2000 it was Benin ahead.
Benin ranks 59th and Latvia ranks 58th of 83 countries.
Across the 2 decades both report, Benin averaged higher in 1 and Latvia in 1.
Head to head by decade
| Decade | Benin | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.8% | 0.6% | 3.2% | Benin |
| 2010s | 0.5% | 0.7% | 0.2% | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in lower secondary education enrolled in, Benin or Latvia?
- Latvia, at 0.5% against 0.5% in Benin as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Benin and Latvia?
- 0.0%, with Latvia ahead.
- How many years of comparable data are there for Benin and Latvia?
- 11 years are reported by both, from 2000 to 2016.
- How do Benin and Latvia rank globally for share of all students in lower secondary education enrolled in?
- Benin ranks 59th and Latvia ranks 58th of 83 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in lower secondary education enrolled in vocational programmes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.