Honduras vs IDA blend: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Honduras
- IDA blend
How they compare
Honduras currently reports 14.1% against 2.2% in IDA blend, a difference of 11.9%.
That makes Honduras's figure about 6.5 times IDA blend's.
Across all 9 years both countries report, Honduras has been ahead every year.
Honduras ranks 10th and IDA blend ranks 14th of 83 countries.
Honduras has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Honduras | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.4% | 2.0% | 28.4% | Honduras |
| 2010s | 16.8% | 2.5% | 14.3% | Honduras |
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, Honduras or IDA blend?
- Honduras, at 14.1% against 2.2% in IDA blend as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between Honduras and IDA blend?
- 11.9%, with Honduras ahead.
- How many years of comparable data are there for Honduras and IDA blend?
- 9 years are reported by both, from 2004 to 2019.
- How do Honduras and IDA blend rank globally for share of all students in lower secondary education enrolled in?
- Honduras ranks 10th and IDA blend ranks 14th 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.