Burundi vs Japan: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Burundi
- Japan
How they compare
Japan currently reports 22.2% against 21.9% in Burundi, a difference of 0.3%.
The two have swapped places 1 time across 18 shared years of data; in 2000 it was Japan ahead.
Burundi ranks 80th and Japan ranks 77th of 158 countries.
Across the 2 decades both report, Burundi averaged higher in 1 and Japan in 1.
Head to head by decade
| Decade | Burundi | Japan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.6% | 24.7% | 4.1% | Japan |
| 2010s | 23.5% | 22.8% | 0.7% | Burundi |
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, Burundi or Japan?
- Japan, at 22.2% against 21.9% in Burundi as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Burundi and Japan?
- 0.3%, with Japan ahead.
- How many years of comparable data are there for Burundi and Japan?
- 18 years are reported by both, from 2000 to 2018.
- How do Burundi and Japan rank globally for share of all students in upper secondary education enrolled in?
- Burundi ranks 80th and Japan ranks 77th 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.