Ethiopia vs Panama: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Ethiopia
- Panama
How they compare
Panama currently reports 44.8% against 44.3% in Ethiopia, a difference of 0.5%.
The two have swapped places 1 time across 12 shared years of data; in 1999 it was Panama ahead.
Ethiopia ranks 34th and Panama ranks 33rd of 158 countries.
Across the 3 decades both report, Ethiopia averaged higher in 1 and Panama in 2.
Head to head by decade
| Decade | Ethiopia | Panama | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.9% | 60.0% | 58.1% | Panama |
| 2000s | 37.4% | 50.1% | 12.7% | Panama |
| 2010s | 57.7% | 44.5% | 13.2% | 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 Panama?
- Panama, at 44.8% against 44.3% in Ethiopia as of 2017.
- What is the difference in share of all students in upper secondary education enrolled in between Ethiopia and Panama?
- 0.5%, with Panama ahead.
- How many years of comparable data are there for Ethiopia and Panama?
- 12 years are reported by both, from 1999 to 2011.
- How do Ethiopia and Panama rank globally for share of all students in upper secondary education enrolled in?
- Ethiopia ranks 34th and Panama ranks 33rd 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.