Chile vs Pacific island small states: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Chile
- Pacific island small states
How they compare
Chile currently reports 2.4% against 0.2% in Pacific island small states, a difference of 2.2%.
That makes Chile's figure about 10.2 times Pacific island small states's.
Across all 6 years both countries report, Chile has been ahead every year.
Chile ranks 38th and Pacific island small states ranks 37th of 83 countries.
Chile has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of all students in lower secondary education enrolled in, Chile or Pacific island small states?
- Chile, at 2.4% against 0.2% in Pacific island small states as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Chile and Pacific island small states?
- 2.2%, with Chile ahead.
- How many years of comparable data are there for Chile and Pacific island small states?
- 6 years are reported by both, from 2013 to 2018.
- How do Chile and Pacific island small states rank globally for share of all students in lower secondary education enrolled in?
- Chile ranks 38th and Pacific island small states ranks 37th 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.