Bangladesh vs Benin: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Bangladesh
- Benin
How they compare
Benin currently reports 9.5% against 8.6% in Bangladesh, a difference of 0.9%.
That makes Benin's figure about 1.1 times Bangladesh's.
The two have swapped places 2 times across 10 shared years of data; in 2000 it was Benin ahead.
Bangladesh ranks 114th and Benin ranks 112th of 158 countries.
Benin has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bangladesh | Benin | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.4% | 31.0% | 27.6% | Benin |
| 2010s | 8.2% | 9.2% | 1.0% | Benin |
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, Bangladesh or Benin?
- Benin, at 9.5% against 8.6% in Bangladesh as of 2016.
- What is the difference in share of all students in upper secondary education enrolled in between Bangladesh and Benin?
- 0.9%, with Benin ahead.
- How many years of comparable data are there for Bangladesh and Benin?
- 10 years are reported by both, from 2000 to 2016.
- How do Bangladesh and Benin rank globally for share of all students in upper secondary education enrolled in?
- Bangladesh ranks 114th and Benin ranks 112th 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.