Albania vs Malaysia: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Albania
- Malaysia
How they compare
Malaysia currently reports 21.3% against 18.2% in Albania, a difference of 3.1%.
That makes Malaysia's figure about 1.2 times Albania's.
The two have swapped places 5 times across 21 shared years of data; in 1998 it was Albania ahead.
Albania ranks 87th and Malaysia ranks 84th of 158 countries.
Across the 3 decades both report, Albania averaged higher in 2 and Malaysia in 1.
Head to head by decade
| Decade | Albania | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 15.2% | 13.4% | 1.9% | Albania |
| 2000s | 16.0% | 14.8% | 1.2% | Albania |
| 2010s | 15.7% | 20.0% | 4.3% | Malaysia |
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, Albania or Malaysia?
- Malaysia, at 21.3% against 18.2% in Albania as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Albania and Malaysia?
- 3.1%, with Malaysia ahead.
- How many years of comparable data are there for Albania and Malaysia?
- 21 years are reported by both, from 1998 to 2019.
- How do Albania and Malaysia rank globally for share of all students in upper secondary education enrolled in?
- Albania ranks 87th and Malaysia ranks 84th 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.