Cuba vs Egypt: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Cuba
- Egypt
How they compare
Egypt currently reports 47.3% against 47.2% in Cuba, a difference of 0.1%.
The two have swapped places 2 times across 14 shared years of data; in 2001 it was Egypt ahead.
Cuba ranks 29th and Egypt ranks 28th of 158 countries.
Across the 2 decades both report, Cuba averaged higher in 1 and Egypt in 1.
Head to head by decade
| Decade | Cuba | Egypt | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 57.4% | 62.8% | 5.3% | Egypt |
| 2010s | 48.8% | 48.1% | 0.7% | Cuba |
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, Cuba or Egypt?
- Egypt, at 47.3% against 47.2% in Cuba as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Cuba and Egypt?
- 0.1%, with Egypt ahead.
- How many years of comparable data are there for Cuba and Egypt?
- 14 years are reported by both, from 2001 to 2019.
- How do Cuba and Egypt rank globally for share of all students in upper secondary education enrolled in?
- Cuba ranks 29th and Egypt ranks 28th 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.