Cuba vs Small states: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Cuba
- Small states
How they compare
Cuba currently reports 47.2% against 14.5% in Small states, a difference of 32.7%.
That makes Cuba's figure about 3.2 times Small states's.
Across all 21 years both countries report, Cuba has been ahead every year.
Cuba ranks 29th and Small states ranks 29th of 158 countries.
Cuba has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cuba | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 57.2% | 14.5% | 42.7% | Cuba |
| 2000s | 55.8% | 15.3% | 40.6% | Cuba |
| 2010s | 48.3% | 13.2% | 35.1% | 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 Small states?
- Cuba, at 47.2% against 14.5% in Small states as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Cuba and Small states?
- 32.7%, with Cuba ahead.
- How many years of comparable data are there for Cuba and Small states?
- 21 years are reported by both, from 1999 to 2019.
- How do Cuba and Small states rank globally for share of all students in upper secondary education enrolled in?
- Cuba ranks 29th and Small states ranks 29th 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.