Costa Rica vs Kyrgyzstan: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Costa Rica
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 34.5% against 32.7% in Costa Rica, a difference of 1.8%.
That makes Kyrgyzstan's figure about 1.1 times Costa Rica's.
The two have swapped places 3 times across 19 shared years of data; in 1999 it was Costa Rica ahead.
Costa Rica ranks 56th and Kyrgyzstan ranks 54th of 158 countries.
Across the 3 decades both report, Costa Rica averaged higher in 2 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Costa Rica | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 19.9% | 15.4% | 4.5% | Costa Rica |
| 2000s | 21.9% | 17.8% | 4.1% | Costa Rica |
| 2010s | 27.9% | 33.8% | 6.0% | Kyrgyzstan |
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, Costa Rica or Kyrgyzstan?
- Kyrgyzstan, at 34.5% against 32.7% in Costa Rica as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Costa Rica and Kyrgyzstan?
- 1.8%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Costa Rica and Kyrgyzstan?
- 19 years are reported by both, from 1999 to 2019.
- How do Costa Rica and Kyrgyzstan rank globally for share of all students in upper secondary education enrolled in?
- Costa Rica ranks 56th and Kyrgyzstan ranks 54th 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.