Luxembourg vs North Macedonia: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Luxembourg
- North Macedonia
How they compare
Luxembourg currently reports 61.6% against 59.9% in North Macedonia, a difference of 1.7%.
The two have swapped places 3 times across 18 shared years of data; in 1998 it was North Macedonia ahead.
Luxembourg ranks 17th and North Macedonia ranks 18th of 158 countries.
Across the 3 decades both report, Luxembourg averaged higher in 2 and North Macedonia in 1.
Head to head by decade
| Decade | Luxembourg | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 65.9% | 67.2% | 1.4% | North Macedonia |
| 2000s | 62.8% | 61.6% | 1.2% | Luxembourg |
| 2010s | 60.4% | 59.7% | 0.7% | Luxembourg |
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, Luxembourg or North Macedonia?
- Luxembourg, at 61.6% against 59.9% in North Macedonia as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Luxembourg and North Macedonia?
- 1.7%, with Luxembourg ahead.
- How many years of comparable data are there for Luxembourg and North Macedonia?
- 18 years are reported by both, from 1998 to 2018.
- How do Luxembourg and North Macedonia rank globally for share of all students in upper secondary education enrolled in?
- Luxembourg ranks 17th and North Macedonia ranks 18th 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.