Botswana vs Morocco: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Botswana
- Morocco
How they compare
Botswana currently reports 17.0% against 16.0% in Morocco, a difference of 1.0%.
That makes Botswana's figure about 1.1 times Morocco's.
Across all 10 years both countries report, Botswana has been ahead every year.
Botswana ranks 91st and Morocco ranks 94th of 158 countries.
Botswana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Botswana | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 23.4% | 17.6% | 5.8% | Botswana |
| 2000s | 21.8% | 12.8% | 9.0% | Botswana |
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, Botswana or Morocco?
- Botswana, at 17.0% against 16.0% in Morocco as of 2007.
- What is the difference in share of all students in upper secondary education enrolled in between Botswana and Morocco?
- 1.0%, with Botswana ahead.
- How many years of comparable data are there for Botswana and Morocco?
- 10 years are reported by both, from 1998 to 2007.
- How do Botswana and Morocco rank globally for share of all students in upper secondary education enrolled in?
- Botswana ranks 91st and Morocco ranks 94th 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.