Chad vs Macau, China: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Chad
- Macau, China
How they compare
Chad currently reports 0.1% against 0.1% in Macau, China, a difference of 0.0%.
That makes Chad's figure about 2.1 times Macau, China's.
The two have swapped places 1 time across 9 shared years of data; in 1999 it was Macau, China ahead.
Chad ranks 69th and Macau, China ranks 72nd of 83 countries.
Macau, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chad | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.5% | 4.2% | 3.7% | Macau, China |
| 2000s | 0.3% | 4.8% | 4.6% | Macau, China |
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, Chad or Macau, China?
- Chad, at 0.1% against 0.1% in Macau, China as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between Chad and Macau, China?
- 0.0%, with Chad ahead.
- How many years of comparable data are there for Chad and Macau, China?
- 9 years are reported by both, from 1999 to 2007.
- How do Chad and Macau, China rank globally for share of all students in lower secondary education enrolled in?
- Chad ranks 69th and Macau, China ranks 72nd 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.