High income vs Liechtenstein: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- High income
- Liechtenstein
How they compare
Liechtenstein currently reports 66.8% against 27.8% in High income, a difference of 39.0%.
That makes Liechtenstein's figure about 2.4 times High income's.
Across all 15 years both countries report, Liechtenstein has been ahead every year.
High income ranks 16th and Liechtenstein ranks 15th of 45 groups.
Liechtenstein has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | High income | Liechtenstein | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.6% | 76.9% | 46.3% | Liechtenstein |
| 2010s | 28.2% | 71.1% | 42.9% | Liechtenstein |
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, High income or Liechtenstein?
- Liechtenstein, at 66.8% against 27.8% in High income as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between High income and Liechtenstein?
- 39.0%, with Liechtenstein ahead.
- How many years of comparable data are there for High income and Liechtenstein?
- 15 years are reported by both, from 2003 to 2018.
- How do High income and Liechtenstein rank globally for share of all students in upper secondary education enrolled in?
- High income ranks 16th and Liechtenstein ranks 15th of 45 groups.
- 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.