Eswatini vs Puerto Rico: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Eswatini
- Puerto Rico
How they compare
Eswatini currently reports 1.1% against 0.9% in Puerto Rico, a difference of 0.2%.
That makes Eswatini's figure about 1.2 times Puerto Rico's.
The two have swapped places 3 times across 8 shared years of data; in 2009 it was Puerto Rico ahead.
Eswatini ranks 51st and Puerto Rico ranks 54th of 83 countries.
Puerto Rico has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eswatini | Puerto Rico | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 0.0% | 0.0% | — |
| 2010s | 0.4% | 1.2% | 0.8% | Puerto Rico |
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, Eswatini or Puerto Rico?
- Eswatini, at 1.1% against 0.9% in Puerto Rico as of 2016.
- What is the difference in share of all students in lower secondary education enrolled in between Eswatini and Puerto Rico?
- 0.2%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Puerto Rico?
- 8 years are reported by both, from 2009 to 2016.
- How do Eswatini and Puerto Rico rank globally for share of all students in lower secondary education enrolled in?
- Eswatini ranks 51st and Puerto Rico ranks 54th 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.