Low income vs Poland: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Low income
- Poland
How they compare
Poland currently reports 52.1% against 16.3% in Low income, a difference of 35.8%.
That makes Poland's figure about 3.2 times Low income's.
Across all 21 years both countries report, Poland has been ahead every year.
Low income ranks 29th and Poland ranks 25th of 45 groups.
Poland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Low income | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 25.4% | 66.8% | 41.4% | Poland |
| 2000s | 19.8% | 52.8% | 33.0% | Poland |
| 2010s | 16.4% | 51.7% | 35.3% | Poland |
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, Low income or Poland?
- Poland, at 52.1% against 16.3% in Low income as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Low income and Poland?
- 35.8%, with Poland ahead.
- How many years of comparable data are there for Low income and Poland?
- 21 years are reported by both, from 1998 to 2018.
- How do Low income and Poland rank globally for share of all students in upper secondary education enrolled in?
- Low income ranks 29th and Poland ranks 25th of 45 groups.
- 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.