Colombia vs Mozambique: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Colombia
- Mozambique
How they compare
Colombia currently reports 26.7% against 24.1% in Mozambique, a difference of 2.6%.
That makes Colombia's figure about 1.1 times Mozambique's.
Across all 14 years both countries report, Colombia has been ahead every year.
Colombia ranks 69th and Mozambique ranks 72nd of 158 countries.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.1% | 9.9% | 16.1% | Colombia |
| 2010s | 25.2% | 10.1% | 15.1% | Colombia |
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, Colombia or Mozambique?
- Colombia, at 26.7% against 24.1% in Mozambique as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Colombia and Mozambique?
- 2.6%, with Colombia ahead.
- How many years of comparable data are there for Colombia and Mozambique?
- 14 years are reported by both, from 2002 to 2017.
- How do Colombia and Mozambique rank globally for share of all students in upper secondary education enrolled in?
- Colombia ranks 69th and Mozambique ranks 72nd 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.