Chad vs Kuwait: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Chad
- Kuwait
How they compare
Kuwait currently reports 4.3% against 4.1% in Chad, a difference of 0.2%.
That makes Kuwait's figure about 1.1 times Chad's.
The two have swapped places 4 times across 14 shared years of data; in 1998 it was Chad ahead.
Chad ranks 130th and Kuwait ranks 129th of 158 countries.
Across the 3 decades both report, Chad averaged higher in 1 and Kuwait in 2.
Head to head by decade
| Decade | Chad | Kuwait | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7.4% | 2.9% | 4.5% | Chad |
| 2000s | 5.0% | 5.9% | 0.9% | Kuwait |
| 2010s | 4.0% | 4.7% | 0.8% | Kuwait |
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, Chad or Kuwait?
- Kuwait, at 4.3% against 4.1% in Chad as of 2012.
- What is the difference in share of all students in upper secondary education enrolled in between Chad and Kuwait?
- 0.2%, with Kuwait ahead.
- How many years of comparable data are there for Chad and Kuwait?
- 14 years are reported by both, from 1998 to 2012.
- How do Chad and Kuwait rank globally for share of all students in upper secondary education enrolled in?
- Chad ranks 130th and Kuwait ranks 129th 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.