Montenegro vs OECD members: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Montenegro
- OECD members
How they compare
Montenegro currently reports 68.2% against 31.1% in OECD members, a difference of 37.1%.
That makes Montenegro's figure about 2.2 times OECD members's.
Across all 17 years both countries report, Montenegro has been ahead every year.
Montenegro ranks 12th and OECD members ranks 11th of 158 countries.
Montenegro has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Montenegro | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 68.9% | 30.2% | 38.6% | Montenegro |
| 2010s | 67.5% | 30.4% | 37.2% | Montenegro |
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, Montenegro or OECD members?
- Montenegro, at 68.2% against 31.1% in OECD members as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Montenegro and OECD members?
- 37.1%, with Montenegro ahead.
- How many years of comparable data are there for Montenegro and OECD members?
- 17 years are reported by both, from 2001 to 2019.
- How do Montenegro and OECD members rank globally for share of all students in upper secondary education enrolled in?
- Montenegro ranks 12th and OECD members ranks 11th 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.