High income vs Ireland: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- High income
- Ireland
How they compare
Ireland currently reports 16.8% against 2.4% in High income, a difference of 14.4%.
That makes Ireland's figure about 6.9 times High income's.
The two have swapped places 1 time across 9 shared years of data; in 2005 it was High income ahead.
High income ranks 12th and Ireland ranks 8th of 45 groups.
Ireland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | High income | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.1% | 2.9% | 0.9% | Ireland |
| 2010s | 2.2% | 7.1% | 4.9% | Ireland |
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, High income or Ireland?
- Ireland, at 16.8% against 2.4% in High income as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between High income and Ireland?
- 14.4%, with Ireland ahead.
- How many years of comparable data are there for High income and Ireland?
- 9 years are reported by both, from 2005 to 2018.
- How do High income and Ireland rank globally for share of all students in lower secondary education enrolled in?
- High income ranks 12th and Ireland ranks 8th of 45 groups.
- 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.