Luxembourg vs Suriname: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Luxembourg
- Suriname
How they compare
Luxembourg currently reports 61.6% against 59.6% in Suriname, a difference of 2.0%.
The two have swapped places 2 times across 13 shared years of data; in 2001 it was Luxembourg ahead.
Luxembourg ranks 17th and Suriname ranks 19th of 158 countries.
Suriname has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Luxembourg | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 62.1% | 63.4% | 1.3% | Suriname |
| 2010s | 60.2% | 61.9% | 1.7% | Suriname |
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 Suriname?
- Luxembourg, at 61.6% against 59.6% in Suriname as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Luxembourg and Suriname?
- 2.0%, with Luxembourg ahead.
- How many years of comparable data are there for Luxembourg and Suriname?
- 13 years are reported by both, from 2001 to 2018.
- How do Luxembourg and Suriname rank globally for share of all students in upper secondary education enrolled in?
- Luxembourg ranks 17th and Suriname ranks 19th 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.