Hungary vs Nicaragua: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Hungary
- Nicaragua
How they compare
Hungary currently reports 0.1% against 0.1% in Nicaragua, a difference of 0.0%.
That makes Hungary's figure about 2.5 times Nicaragua's.
The two have swapped places 1 time across 6 shared years of data; in 2004 it was Nicaragua ahead.
Hungary ranks 68th and Nicaragua ranks 71st of 83 countries.
Across the 2 decades both report, Hungary averaged higher in 1 and Nicaragua in 1.
Head to head by decade
| Decade | Hungary | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.7% | 1.1% | 0.4% | Nicaragua |
| 2010s | 0.9% | 0.1% | 0.8% | Hungary |
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, Hungary or Nicaragua?
- Hungary, at 0.1% against 0.1% in Nicaragua as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Hungary and Nicaragua?
- 0.0%, with Hungary ahead.
- How many years of comparable data are there for Hungary and Nicaragua?
- 6 years are reported by both, from 2004 to 2010.
- How do Hungary and Nicaragua rank globally for share of all students in lower secondary education enrolled in?
- Hungary ranks 68th and Nicaragua ranks 71st 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.