Bahrain vs Tonga: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Bahrain
- Tonga
How they compare
Bahrain currently reports 13.9% against 13.6% in Tonga, a difference of 0.3%.
The two have swapped places 2 times across 5 shared years of data; in 1998 it was Bahrain ahead.
Bahrain ranks 99th and Tonga ranks 100th of 158 countries.
Across the 3 decades both report, Bahrain averaged higher in 2 and Tonga in 1.
Head to head by decade
| Decade | Bahrain | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 32.8% | 12.4% | 20.4% | Bahrain |
| 2000s | 41.8% | 15.3% | 26.6% | Bahrain |
| 2010s | 15.4% | 16.4% | 1.0% | Tonga |
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 Tonga?
- Bahrain, at 13.9% against 13.6% in Tonga as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Bahrain and Tonga?
- 0.3%, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Tonga?
- 5 years are reported by both, from 1998 to 2015.
- How do Bahrain and Tonga rank globally for share of all students in upper secondary education enrolled in?
- Bahrain ranks 99th and Tonga ranks 100th 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.