Lesotho vs Spain: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Lesotho
- Spain
How they compare
Spain currently reports 1.3% against 1.1% in Lesotho, a difference of 0.2%.
That makes Spain's figure about 1.2 times Lesotho's.
The two have swapped places 1 time across 16 shared years of data; in 1998 it was Lesotho ahead.
Lesotho ranks 50th and Spain ranks 48th of 83 countries.
Lesotho has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lesotho | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.0% | 0.5% | 0.5% | Lesotho |
| 2000s | 1.3% | 0.4% | 0.9% | Lesotho |
| 2010s | 1.4% | 0.5% | 0.8% | Lesotho |
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, Lesotho or Spain?
- Spain, at 1.3% against 1.1% in Lesotho as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Lesotho and Spain?
- 0.2%, with Spain ahead.
- How many years of comparable data are there for Lesotho and Spain?
- 16 years are reported by both, from 1998 to 2017.
- How do Lesotho and Spain rank globally for share of all students in lower secondary education enrolled in?
- Lesotho ranks 50th and Spain ranks 48th 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.