Ethiopia vs IDA only: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Ethiopia
- IDA only
How they compare
Ethiopia currently reports 44.3% against 12.9% in IDA only, a difference of 31.4%.
That makes Ethiopia's figure about 3.4 times IDA only's.
The two have swapped places 1 time across 15 shared years of data; in 1999 it was IDA only ahead.
Ethiopia ranks 34th and IDA only ranks 36th of 158 countries.
Across the 3 decades both report, Ethiopia averaged higher in 2 and IDA only in 1.
Head to head by decade
| Decade | Ethiopia | IDA only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.9% | 14.4% | 12.5% | IDA only |
| 2000s | 38.4% | 13.5% | 24.9% | Ethiopia |
| 2010s | 53.7% | 13.7% | 40.0% | Ethiopia |
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, Ethiopia or IDA only?
- Ethiopia, at 44.3% against 12.9% in IDA only as of 2015.
- What is the difference in share of all students in upper secondary education enrolled in between Ethiopia and IDA only?
- 31.4%, with Ethiopia ahead.
- How many years of comparable data are there for Ethiopia and IDA only?
- 15 years are reported by both, from 1999 to 2015.
- How do Ethiopia and IDA only rank globally for share of all students in upper secondary education enrolled in?
- Ethiopia ranks 34th and IDA only ranks 36th 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.