Belarus vs Caribbean Small States: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Belarus
- Caribbean Small States
How they compare
Belarus currently reports 41.7% against 7.1% in Caribbean Small States, a difference of 34.6%.
That makes Belarus's figure about 5.8 times Caribbean Small States's.
Across all 9 years both countries report, Belarus has been ahead every year.
Belarus ranks 38th and Caribbean Small States ranks 41st of 158 countries.
Belarus has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of all students in upper secondary education enrolled in, Belarus or Caribbean Small States?
- Belarus, at 41.7% against 7.1% in Caribbean Small States as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Belarus and Caribbean Small States?
- 34.6%, with Belarus ahead.
- How many years of comparable data are there for Belarus and Caribbean Small States?
- 9 years are reported by both, from 2010 to 2018.
- How do Belarus and Caribbean Small States rank globally for share of all students in upper secondary education enrolled in?
- Belarus ranks 38th and Caribbean Small States ranks 41st 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.