Latvia vs South Asia (IDA & IBRD): Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Latvia
- South Asia (IDA & IBRD)
How they compare
Latvia currently reports 38.9% against 3.5% in South Asia (IDA & IBRD), a difference of 35.4%.
That makes Latvia's figure about 11.0 times South Asia (IDA & IBRD)'s.
Across all 21 years both countries report, Latvia has been ahead every year.
Latvia ranks 45th and South Asia (IDA & IBRD) ranks 42nd of 158 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | South Asia (IDA & IBRD) | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37.7% | 2.6% | 35.0% | Latvia |
| 2000s | 37.0% | 2.6% | 34.4% | Latvia |
| 2010s | 40.4% | 3.6% | 36.8% | Latvia |
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, Latvia or South Asia (IDA & IBRD)?
- Latvia, at 38.9% against 3.5% in South Asia (IDA & IBRD) as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Latvia and South Asia (IDA & IBRD)?
- 35.4%, with Latvia ahead.
- How many years of comparable data are there for Latvia and South Asia (IDA & IBRD)?
- 21 years are reported by both, from 1998 to 2018.
- How do Latvia and South Asia (IDA & IBRD) rank globally for share of all students in upper secondary education enrolled in?
- Latvia ranks 45th and South Asia (IDA & IBRD) ranks 42nd 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.