Lithuania vs Tunisia: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Lithuania
- Tunisia
How they compare
Lithuania currently reports 2.1% against 2.0% in Tunisia, a difference of 0.1%.
The two have swapped places 1 time across 18 shared years of data; in 1998 it was Tunisia ahead.
Lithuania ranks 41st and Tunisia ranks 43rd of 83 countries.
Tunisia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lithuania | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2.6% | 10.5% | 7.8% | Tunisia |
| 2000s | 2.6% | 9.9% | 7.3% | Tunisia |
| 2010s | 2.3% | 7.3% | 5.1% | Tunisia |
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, Lithuania or Tunisia?
- Lithuania, at 2.1% against 2.0% in Tunisia as of 2018.
- What is the difference in share of all students in lower secondary education enrolled in between Lithuania and Tunisia?
- 0.1%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and Tunisia?
- 18 years are reported by both, from 1998 to 2018.
- How do Lithuania and Tunisia rank globally for share of all students in lower secondary education enrolled in?
- Lithuania ranks 41st and Tunisia ranks 43rd 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.