China vs North America: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- China
- North America
How they compare
China currently reports 39.5% against 0.9% in North America, a difference of 38.6%.
That makes China's figure about 43.9 times North America's.
Across all 17 years both countries report, China has been ahead every year.
China ranks 43rd and North America ranks 45th of 158 countries.
China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | China | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 56.6% | 0.1% | 56.5% | China |
| 2000s | 43.0% | 0.5% | 42.5% | China |
| 2010s | 42.8% | 0.9% | 42.0% | China |
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, China or North America?
- China, at 39.5% against 0.9% in North America as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between China and North America?
- 38.6%, with China ahead.
- How many years of comparable data are there for China and North America?
- 17 years are reported by both, from 1999 to 2019.
- How do China and North America rank globally for share of all students in upper secondary education enrolled in?
- China ranks 43rd and North America ranks 45th 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.