Arab World vs Poland: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Arab World
- Poland
How they compare
Poland currently reports 52.1% against 20.7% in Arab World, a difference of 31.4%.
That makes Poland's figure about 2.5 times Arab World's.
Across all 21 years both countries report, Poland has been ahead every year.
Arab World ranks 23rd and Poland ranks 25th of 43 groups.
Poland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 33.0% | 66.8% | 33.8% | Poland |
| 2000s | 27.7% | 52.8% | 25.0% | Poland |
| 2010s | 19.6% | 51.7% | 32.0% | Poland |
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, Arab World or Poland?
- Poland, at 52.1% against 20.7% in Arab World as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Arab World and Poland?
- 31.4%, with Poland ahead.
- How many years of comparable data are there for Arab World and Poland?
- 21 years are reported by both, from 1998 to 2018.
- How do Arab World and Poland rank globally for share of all students in upper secondary education enrolled in?
- Arab World ranks 23rd and Poland ranks 25th of 43 groups.
- 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.