Angola vs Arab World: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Angola
- Arab World
How they compare
Angola currently reports 53.2% against 20.7% in Arab World, a difference of 32.5%.
That makes Angola's figure about 2.6 times Arab World's.
Across all 12 years both countries report, Angola has been ahead every year.
Angola ranks 23rd and Arab World ranks 23rd of 158 countries.
Angola has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Angola | Arab World | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 80.7% | 33.0% | 47.7% | Angola |
| 2000s | 77.2% | 26.8% | 50.3% | Angola |
| 2010s | 66.6% | 19.8% | 46.8% | Angola |
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, Angola or Arab World?
- Angola, at 53.2% against 20.7% in Arab World as of 2016.
- What is the difference in share of all students in upper secondary education enrolled in between Angola and Arab World?
- 32.5%, with Angola ahead.
- How many years of comparable data are there for Angola and Arab World?
- 12 years are reported by both, from 1998 to 2016.
- How do Angola and Arab World rank globally for share of all students in upper secondary education enrolled in?
- Angola ranks 23rd and Arab World ranks 23rd 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.