Afghanistan vs Qatar: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Afghanistan
- Qatar
How they compare
Afghanistan currently reports 2.0% against 1.8% in Qatar, a difference of 0.2%.
That makes Afghanistan's figure about 1.1 times Qatar's.
The two have swapped places 1 time across 15 shared years of data; in 2001 it was Qatar ahead.
Afghanistan ranks 143rd and Qatar ranks 144th of 158 countries.
Afghanistan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Afghanistan | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.6% | 2.2% | 0.4% | Afghanistan |
| 2010s | 2.5% | 1.5% | 1.0% | Afghanistan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in upper secondary education enrolled in, Afghanistan or Qatar?
- Afghanistan, at 2.0% against 1.8% in Qatar as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Afghanistan and Qatar?
- 0.2%, with Afghanistan ahead.
- How many years of comparable data are there for Afghanistan and Qatar?
- 15 years are reported by both, from 2001 to 2018.
- How do Afghanistan and Qatar rank globally for share of all students in upper secondary education enrolled in?
- Afghanistan ranks 143rd and Qatar ranks 144th of 158 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in upper 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 upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper 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.