Belize vs Togo: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Belize
- Togo
How they compare
Togo currently reports 18.9% against 18.9% in Belize, a difference of 0.0%.
The two have swapped places 2 times across 7 shared years of data; in 2003 it was Togo ahead.
Belize ranks 86th and Togo ranks 85th of 158 countries.
Togo has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Belize | Togo | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.0% | 24.8% | 6.8% | Togo |
| 2010s | 16.8% | 17.3% | 0.5% | Togo |
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, Belize or Togo?
- Togo, at 18.9% against 18.9% in Belize as of 2017.
- What is the difference in share of all students in upper secondary education enrolled in between Belize and Togo?
- 0.0%, with Togo ahead.
- How many years of comparable data are there for Belize and Togo?
- 7 years are reported by both, from 2003 to 2017.
- How do Belize and Togo rank globally for share of all students in upper secondary education enrolled in?
- Belize ranks 86th and Togo ranks 85th 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.