IDA total vs Morocco: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- IDA total
- Morocco
How they compare
Morocco currently reports 4.1% against 1.1% in IDA total, a difference of 3.0%.
That makes Morocco's figure about 3.6 times IDA total's.
Across all 18 years both countries report, Morocco has been ahead every year.
IDA total ranks 28th and Morocco ranks 29th of 43 groups.
Morocco has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA total | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.3% | 2.9% | 1.6% | Morocco |
| 2000s | 1.3% | 2.5% | 1.1% | Morocco |
| 2010s | 1.3% | 3.1% | 1.8% | Morocco |
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 total or Morocco?
- Morocco, at 4.1% against 1.1% in IDA total as of 2019.
- What is the difference in share of all students in lower secondary education enrolled in between IDA total and Morocco?
- 3.0%, with Morocco ahead.
- How many years of comparable data are there for IDA total and Morocco?
- 18 years are reported by both, from 1999 to 2019.
- How do IDA total and Morocco rank globally for share of all students in lower secondary education enrolled in?
- IDA total ranks 28th and Morocco ranks 29th of 43 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.