Czechia vs Madagascar: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Czechia
- Madagascar
How they compare
Madagascar currently reports 0.9% against 0.6% in Czechia, a difference of 0.3%.
That makes Madagascar's figure about 1.4 times Czechia's.
The two have swapped places 2 times across 12 shared years of data; in 2005 it was Madagascar ahead.
Czechia ranks 57th and Madagascar ranks 55th of 83 countries.
Across the 2 decades both report, Czechia averaged higher in 1 and Madagascar in 1.
Head to head by decade
| Decade | Czechia | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.5% | 1.2% | 0.7% | Madagascar |
| 2010s | 0.5% | 0.4% | 0.1% | Czechia |
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, Czechia or Madagascar?
- Madagascar, at 0.9% against 0.6% in Czechia as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between Czechia and Madagascar?
- 0.3%, with Madagascar ahead.
- How many years of comparable data are there for Czechia and Madagascar?
- 12 years are reported by both, from 2005 to 2018.
- How do Czechia and Madagascar rank globally for share of all students in lower secondary education enrolled in?
- Czechia ranks 57th and Madagascar ranks 55th 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.