IDA & IBRD total vs Senegal: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- IDA & IBRD total
- Senegal
How they compare
Senegal currently reports 5.5% against 1.2% in IDA & IBRD total, a difference of 4.3%.
That makes Senegal's figure about 4.5 times IDA & IBRD total's.
Across all 7 years both countries report, Senegal has been ahead every year.
IDA & IBRD total ranks 27th and Senegal ranks 25th of 45 groups.
Senegal has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA & IBRD total | Senegal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.1% | 3.1% | 1.9% | Senegal |
| 2010s | 1.2% | 4.2% | 3.0% | Senegal |
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, IDA & IBRD total or Senegal?
- Senegal, at 5.5% against 1.2% in IDA & IBRD total as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between IDA & IBRD total and Senegal?
- 4.3%, with Senegal ahead.
- How many years of comparable data are there for IDA & IBRD total and Senegal?
- 7 years are reported by both, from 2008 to 2019.
- How do IDA & IBRD total and Senegal rank globally for share of all students in lower secondary education enrolled in?
- IDA & IBRD total ranks 27th and Senegal ranks 25th 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.