IBRD only vs Suriname: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- IBRD only
- Suriname
How they compare
Suriname currently reports 59.6% against 22.7% in IBRD only, a difference of 36.9%.
That makes Suriname's figure about 2.6 times IBRD only's.
Across all 14 years both countries report, Suriname has been ahead every year.
IBRD only ranks 18th and Suriname ranks 19th of 43 groups.
Suriname has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IBRD only | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 24.2% | 63.3% | 39.1% | Suriname |
| 2010s | 24.2% | 61.9% | 37.7% | Suriname |
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 Suriname?
- Suriname, at 59.6% 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 Suriname?
- 36.9%, with Suriname ahead.
- How many years of comparable data are there for IBRD only and Suriname?
- 14 years are reported by both, from 2001 to 2018.
- How do IBRD only and Suriname rank globally for share of all students in upper secondary education enrolled in?
- IBRD only ranks 18th and Suriname ranks 19th 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.