Congo, Democratic Republic of the vs Sweden: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Congo, Democratic Republic of the
- Sweden
How they compare
Sweden currently reports 35.4% against 33.1% in Congo, Democratic Republic of the, a difference of 2.3%.
That makes Sweden's figure about 1.1 times Congo, Democratic Republic of the's.
Across all 7 years both countries report, Sweden has been ahead every year.
Congo, Democratic Republic of the ranks 55th and Sweden ranks 52nd of 158 countries.
Sweden has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Congo, Democratic Republic of the | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 32.7% | 59.6% | 26.9% | Sweden |
| 2010s | 32.1% | 47.4% | 15.3% | Sweden |
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, Congo, Democratic Republic of the or Sweden?
- Sweden, at 35.4% against 33.1% in Congo, Democratic Republic of the as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Congo, Democratic Republic of the and Sweden?
- 2.3%, with Sweden ahead.
- How many years of comparable data are there for Congo, Democratic Republic of the and Sweden?
- 7 years are reported by both, from 2008 to 2015.
- How do Congo, Democratic Republic of the and Sweden rank globally for share of all students in upper secondary education enrolled in?
- Congo, Democratic Republic of the ranks 55th and Sweden ranks 52nd 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.