China vs Dominica: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- China
- Dominica
How they compare
China currently reports 0.0% against 0.0% in Dominica, a difference of 0.0%.
Across all 8 years both countries report, Dominica has been ahead every year.
China ranks 75th and Dominica ranks 75th of 83 countries.
Dominica has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | China | Dominica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.4% | 4.5% | 4.1% | Dominica |
| 2010s | 0.1% | 2.9% | 2.9% | Dominica |
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, China or Dominica?
- China, at 0.0% against 0.0% in Dominica as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between China and Dominica?
- 0.0%, with China ahead.
- How many years of comparable data are there for China and Dominica?
- 8 years are reported by both, from 2006 to 2019.
- How do China and Dominica rank globally for share of all students in lower secondary education enrolled in?
- China ranks 75th and Dominica ranks 75th 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.