Kyrgyzstan vs Niger: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Kyrgyzstan
- Niger
How they compare
Kyrgyzstan currently reports 34.5% against 32.1% in Niger, a difference of 2.4%.
That makes Kyrgyzstan's figure about 1.1 times Niger's.
The two have swapped places 3 times across 17 shared years of data; in 1999 it was Niger ahead.
Kyrgyzstan ranks 54th and Niger ranks 57th of 158 countries.
Across the 3 decades both report, Kyrgyzstan averaged higher in 2 and Niger in 1.
Head to head by decade
| Decade | Kyrgyzstan | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 15.4% | 23.4% | 8.1% | Niger |
| 2000s | 17.7% | 15.6% | 2.1% | Kyrgyzstan |
| 2010s | 33.7% | 29.2% | 4.5% | 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, Kyrgyzstan or Niger?
- Kyrgyzstan, at 34.5% against 32.1% in Niger as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Kyrgyzstan and Niger?
- 2.4%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Kyrgyzstan and Niger?
- 17 years are reported by both, from 1999 to 2017.
- How do Kyrgyzstan and Niger rank globally for share of all students in upper secondary education enrolled in?
- Kyrgyzstan ranks 54th and Niger ranks 57th 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.