Ireland vs Kyrgyzstan: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Ireland
- Kyrgyzstan
How they compare
Ireland currently reports 35.7% against 34.5% in Kyrgyzstan, a difference of 1.2%.
The two have swapped places 2 times across 10 shared years of data; in 2004 it was Ireland ahead.
Ireland ranks 51st and Kyrgyzstan ranks 54th of 158 countries.
Across the 2 decades both report, Ireland averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Ireland | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.2% | 17.5% | 15.7% | Ireland |
| 2010s | 29.1% | 32.0% | 2.9% | Kyrgyzstan |
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, Ireland or Kyrgyzstan?
- Ireland, at 35.7% against 34.5% in Kyrgyzstan as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Ireland and Kyrgyzstan?
- 1.2%, with Ireland ahead.
- How many years of comparable data are there for Ireland and Kyrgyzstan?
- 10 years are reported by both, from 2004 to 2018.
- How do Ireland and Kyrgyzstan rank globally for share of all students in upper secondary education enrolled in?
- Ireland ranks 51st and Kyrgyzstan ranks 54th 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.