IBRD only vs Romania: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- IBRD only
- Romania
How they compare
Romania currently reports 56.2% against 22.7% in IBRD only, a difference of 33.5%.
That makes Romania's figure about 2.5 times IBRD only's.
Across all 21 years both countries report, Romania has been ahead every year.
IBRD only ranks 18th and Romania ranks 21st of 43 groups.
Romania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IBRD only | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 28.8% | 68.5% | 39.7% | Romania |
| 2000s | 24.2% | 64.3% | 40.1% | Romania |
| 2010s | 23.9% | 59.0% | 35.1% | Romania |
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, IBRD only or Romania?
- Romania, at 56.2% against 22.7% in IBRD only as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between IBRD only and Romania?
- 33.5%, with Romania ahead.
- How many years of comparable data are there for IBRD only and Romania?
- 21 years are reported by both, from 1998 to 2018.
- How do IBRD only and Romania rank globally for share of all students in upper secondary education enrolled in?
- IBRD only ranks 18th and Romania ranks 21st of 43 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.