Madagascar vs Poland: Share of all students in lower secondary education enrolled in
Share of all students in lower secondary education enrolled in over time
- Madagascar
- Poland
How they compare
Poland currently reports 1.0% against 0.9% in Madagascar, a difference of 0.1%.
That makes Poland's figure about 1.2 times Madagascar's.
The two have swapped places 1 time across 9 shared years of data; in 2005 it was Madagascar ahead.
Madagascar ranks 55th and Poland ranks 52nd of 83 countries.
Across the 2 decades both report, Madagascar averaged higher in 1 and Poland in 1.
Head to head by decade
| Decade | Madagascar | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.2% | 0.4% | 0.8% | Madagascar |
| 2010s | 0.4% | 0.9% | 0.5% | Poland |
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, Madagascar or Poland?
- Poland, at 1.0% against 0.9% in Madagascar as of 2015.
- What is the difference in share of all students in lower secondary education enrolled in between Madagascar and Poland?
- 0.1%, with Poland ahead.
- How many years of comparable data are there for Madagascar and Poland?
- 9 years are reported by both, from 2005 to 2015.
- How do Madagascar and Poland rank globally for share of all students in lower secondary education enrolled in?
- Madagascar ranks 55th and Poland ranks 52nd 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.