San Marino vs Sao Tome and Principe: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- San Marino
- Sao Tome and Principe
How they compare
San Marino currently reports 15.5% against 15.4% in Sao Tome and Principe, a difference of 0.1%.
Across all 5 years both countries report, San Marino has been ahead every year.
San Marino ranks 96th and Sao Tome and Principe ranks 97th of 158 countries.
San Marino has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | San Marino | Sao Tome and Principe | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 37.5% | 12.6% | 24.9% | San Marino |
| 2010s | 36.6% | 17.4% | 19.1% | 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, San Marino or Sao Tome and Principe?
- San Marino, at 15.5% against 15.4% in Sao Tome and Principe as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between San Marino and Sao Tome and Principe?
- 0.1%, with San Marino ahead.
- How many years of comparable data are there for San Marino and Sao Tome and Principe?
- 5 years are reported by both, from 2008 to 2012.
- How do San Marino and Sao Tome and Principe rank globally for share of all students in upper secondary education enrolled in?
- San Marino ranks 96th and Sao Tome and Principe ranks 97th 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.