Angola vs Romania: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Angola
- Romania
How they compare
Romania currently reports 56.2% against 53.2% in Angola, a difference of 3.0%.
That makes Romania's figure about 1.1 times Angola's.
The two have swapped places 1 time across 12 shared years of data; in 1998 it was Angola ahead.
Angola ranks 23rd and Romania ranks 21st of 158 countries.
Angola has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Angola | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 80.7% | 68.5% | 12.2% | Angola |
| 2000s | 77.2% | 64.1% | 13.1% | Angola |
| 2010s | 66.6% | 61.0% | 5.5% | 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 Romania?
- Romania, at 56.2% against 53.2% in Angola as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Angola and Romania?
- 3.0%, with Romania ahead.
- How many years of comparable data are there for Angola and Romania?
- 12 years are reported by both, from 1998 to 2016.
- How do Angola and Romania rank globally for share of all students in upper secondary education enrolled in?
- Angola ranks 23rd and Romania ranks 21st 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.