Morocco vs San Marino: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Morocco
- San Marino
How they compare
Morocco currently reports 16.0% against 15.5% in San Marino, a difference of 0.5%.
The two have swapped places 2 times across 8 shared years of data; in 2000 it was Morocco ahead.
Morocco ranks 94th and San Marino ranks 96th of 158 countries.
San Marino has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Morocco | San Marino | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13.1% | 25.0% | 12.0% | San Marino |
| 2010s | 13.5% | 28.1% | 14.7% | San Marino |
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, Morocco or San Marino?
- Morocco, at 16.0% against 15.5% in San Marino as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Morocco and San Marino?
- 0.5%, with Morocco ahead.
- How many years of comparable data are there for Morocco and San Marino?
- 8 years are reported by both, from 2000 to 2019.
- How do Morocco and San Marino rank globally for share of all students in upper secondary education enrolled in?
- Morocco ranks 94th and San Marino ranks 96th 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.