Cameroon vs Mexico: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Cameroon
- Mexico
How they compare
Mexico currently reports 23.1% against 20.6% in Cameroon, a difference of 2.5%.
That makes Mexico's figure about 1.1 times Cameroon's.
The two have swapped places 5 times across 13 shared years of data; in 2003 it was Cameroon ahead.
Cameroon ranks 4th and Mexico ranks 3rd of 83 countries.
Across the 2 decades both report, Cameroon averaged higher in 1 and Mexico in 1.
Head to head by decade
| Decade | Cameroon | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.0% | 17.7% | 1.3% | Cameroon |
| 2010s | 20.5% | 20.9% | 0.3% | Mexico |
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, Cameroon or Mexico?
- Mexico, at 23.1% against 20.6% in Cameroon as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Cameroon and Mexico?
- 2.5%, with Mexico ahead.
- How many years of comparable data are there for Cameroon and Mexico?
- 13 years are reported by both, from 2003 to 2016.
- How do Cameroon and Mexico rank globally for share of all students in lower secondary education enrolled in?
- Cameroon ranks 4th and Mexico ranks 3rd 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.