Liechtenstein vs Montenegro: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Liechtenstein
- Montenegro
How they compare
Montenegro currently reports 68.2% against 66.8% in Liechtenstein, a difference of 1.4%.
The two have swapped places 1 time across 14 shared years of data; in 2003 it was Liechtenstein ahead.
Liechtenstein ranks 15th and Montenegro ranks 12th of 158 countries.
Liechtenstein has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Liechtenstein | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 76.9% | 68.7% | 8.2% | Liechtenstein |
| 2010s | 71.7% | 67.4% | 4.3% | Liechtenstein |
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, Liechtenstein or Montenegro?
- Montenegro, at 68.2% against 66.8% in Liechtenstein as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Liechtenstein and Montenegro?
- 1.4%, with Montenegro ahead.
- How many years of comparable data are there for Liechtenstein and Montenegro?
- 14 years are reported by both, from 2003 to 2018.
- How do Liechtenstein and Montenegro rank globally for share of all students in upper secondary education enrolled in?
- Liechtenstein ranks 15th and Montenegro ranks 12th 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.