Andorra vs Niger: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Andorra
- Niger
How they compare
Niger currently reports 32.1% against 30.8% in Andorra, a difference of 1.3%.
The two have swapped places 1 time across 16 shared years of data; in 2002 it was Andorra ahead.
Andorra ranks 58th and Niger ranks 57th of 158 countries.
Across the 2 decades both report, Andorra averaged higher in 1 and Niger in 1.
Head to head by decade
| Decade | Andorra | Niger | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.0% | 14.2% | 11.8% | Andorra |
| 2010s | 28.6% | 29.2% | 0.7% | Niger |
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, Andorra or Niger?
- Niger, at 32.1% against 30.8% in Andorra as of 2017.
- What is the difference in share of all students in upper secondary education enrolled in between Andorra and Niger?
- 1.3%, with Niger ahead.
- How many years of comparable data are there for Andorra and Niger?
- 16 years are reported by both, from 2002 to 2017.
- How do Andorra and Niger rank globally for share of all students in upper secondary education enrolled in?
- Andorra ranks 58th and Niger ranks 57th 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.