Algeria vs Iraq: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Algeria
- Iraq
How they compare
Algeria currently reports 9.7% against 9.7% in Iraq, a difference of 0.0%.
Across all 5 years both countries report, Iraq has been ahead every year.
Algeria ranks 108th and Iraq ranks 110th of 158 countries.
Iraq has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Algeria | Iraq | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 9.7% | 18.2% | 8.5% | Iraq |
| 2000s | 10.7% | 19.1% | 8.3% | Iraq |
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, Algeria or Iraq?
- Algeria, at 9.7% against 9.7% in Iraq as of 2011.
- What is the difference in share of all students in upper secondary education enrolled in between Algeria and Iraq?
- 0.0%, with Algeria ahead.
- How many years of comparable data are there for Algeria and Iraq?
- 5 years are reported by both, from 1999 to 2007.
- How do Algeria and Iraq rank globally for share of all students in upper secondary education enrolled in?
- Algeria ranks 108th and Iraq ranks 110th 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.