IDA blend vs Indonesia: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- IDA blend
- Indonesia
How they compare
Indonesia currently reports 43.9% against 12.4% in IDA blend, a difference of 31.5%.
That makes Indonesia's figure about 3.5 times IDA blend's.
Across all 18 years both countries report, Indonesia has been ahead every year.
IDA blend ranks 36th and Indonesia ranks 35th of 43 groups.
Indonesia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Indonesia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.5% | 35.5% | 23.0% | Indonesia |
| 2010s | 13.4% | 42.4% | 29.1% | Indonesia |
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, IDA blend or Indonesia?
- Indonesia, at 43.9% against 12.4% in IDA blend as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between IDA blend and Indonesia?
- 31.5%, with Indonesia ahead.
- How many years of comparable data are there for IDA blend and Indonesia?
- 18 years are reported by both, from 2001 to 2018.
- How do IDA blend and Indonesia rank globally for share of all students in upper secondary education enrolled in?
- IDA blend ranks 36th and Indonesia ranks 35th 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.