Lesotho vs United Arab Emirates: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Lesotho
- United Arab Emirates
How they compare
Lesotho currently reports 1.1% against 0.9% in United Arab Emirates, a difference of 0.2%.
That makes Lesotho's figure about 1.2 times United Arab Emirates's.
The two have swapped places 2 times across 5 shared years of data; in 2012 it was Lesotho ahead.
Lesotho ranks 50th and United Arab Emirates ranks 53rd of 83 countries.
Lesotho has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of all students in lower secondary education enrolled in, Lesotho or United Arab Emirates?
- Lesotho, at 1.1% against 0.9% in United Arab Emirates as of 2017.
- What is the difference in share of all students in lower secondary education enrolled in between Lesotho and United Arab Emirates?
- 0.2%, with Lesotho ahead.
- How many years of comparable data are there for Lesotho and United Arab Emirates?
- 5 years are reported by both, from 2012 to 2017.
- How do Lesotho and United Arab Emirates rank globally for share of all students in lower secondary education enrolled in?
- Lesotho ranks 50th and United Arab Emirates ranks 53rd 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.