Czechia vs Euro area: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Czechia
- Euro area
How they compare
Czechia currently reports 71.3% against 47.9% in Euro area, a difference of 23.4%.
That makes Czechia's figure about 1.5 times Euro area's.
Across all 21 years both countries report, Czechia has been ahead every year.
Czechia ranks 8th and Euro area ranks 6th of 158 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | Euro area | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 79.6% | 54.4% | 25.3% | Czechia |
| 2000s | 77.8% | 52.8% | 25.0% | Czechia |
| 2010s | 72.7% | 50.0% | 22.7% | Czechia |
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, Czechia or Euro area?
- Czechia, at 71.3% against 47.9% in Euro area as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Czechia and Euro area?
- 23.4%, with Czechia ahead.
- How many years of comparable data are there for Czechia and Euro area?
- 21 years are reported by both, from 1998 to 2018.
- How do Czechia and Euro area rank globally for share of all students in upper secondary education enrolled in?
- Czechia ranks 8th and Euro area ranks 6th 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.