Bahrain vs Mauritius: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Bahrain
- Mauritius
How they compare
Bahrain currently reports 13.9% against 11.2% in Mauritius, a difference of 2.7%.
That makes Bahrain's figure about 1.2 times Mauritius's.
Across all 16 years both countries report, Bahrain has been ahead every year.
Bahrain ranks 99th and Mauritius ranks 102nd of 158 countries.
Bahrain has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bahrain | Mauritius | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 32.8% | 6.6% | 26.2% | Bahrain |
| 2000s | 45.2% | 11.9% | 33.3% | Bahrain |
| 2010s | 14.7% | 6.9% | 7.8% | Bahrain |
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, Bahrain or Mauritius?
- Bahrain, at 13.9% against 11.2% in Mauritius as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Bahrain and Mauritius?
- 2.7%, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Mauritius?
- 16 years are reported by both, from 1998 to 2019.
- How do Bahrain and Mauritius rank globally for share of all students in upper secondary education enrolled in?
- Bahrain ranks 99th and Mauritius ranks 102nd 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.