Estonia vs Guyana: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Estonia
- Guyana
How they compare
Guyana currently reports 2.9% against 2.6% in Estonia, a difference of 0.3%.
That makes Guyana's figure about 1.1 times Estonia's.
Across all 10 years both countries report, Guyana has been ahead every year.
Estonia ranks 36th and Guyana ranks 34th of 83 countries.
Guyana has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Estonia | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.2% | 6.9% | 6.7% | Guyana |
| 2000s | 0.4% | 8.5% | 8.1% | Guyana |
| 2010s | 1.0% | 3.0% | 2.0% | Guyana |
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, Estonia or Guyana?
- Guyana, at 2.9% against 2.6% in Estonia as of 2012.
- What is the difference in share of all students in lower secondary education enrolled in between Estonia and Guyana?
- 0.3%, with Guyana ahead.
- How many years of comparable data are there for Estonia and Guyana?
- 10 years are reported by both, from 1999 to 2012.
- How do Estonia and Guyana rank globally for share of all students in lower secondary education enrolled in?
- Estonia ranks 36th and Guyana ranks 34th 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.