Kuwait vs Lesotho: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Kuwait
- Lesotho
How they compare
Lesotho currently reports 4.7% against 4.3% in Kuwait, a difference of 0.4%.
That makes Lesotho's figure about 1.1 times Kuwait's.
The two have swapped places 2 times across 10 shared years of data; in 1998 it was Lesotho ahead.
Kuwait ranks 129th and Lesotho ranks 127th of 158 countries.
Across the 3 decades both report, Kuwait averaged higher in 1 and Lesotho in 2.
Head to head by decade
| Decade | Kuwait | Lesotho | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2.9% | 3.1% | 0.2% | Lesotho |
| 2000s | 7.1% | 3.4% | 3.7% | Kuwait |
| 2010s | 4.4% | 6.6% | 2.2% | Lesotho |
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, Kuwait or Lesotho?
- Lesotho, at 4.7% against 4.3% in Kuwait as of 2017.
- What is the difference in share of all students in upper secondary education enrolled in between Kuwait and Lesotho?
- 0.4%, with Lesotho ahead.
- How many years of comparable data are there for Kuwait and Lesotho?
- 10 years are reported by both, from 1998 to 2012.
- How do Kuwait and Lesotho rank globally for share of all students in upper secondary education enrolled in?
- Kuwait ranks 129th and Lesotho ranks 127th 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.