Uzbekistan vs World: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Uzbekistan
- World
How they compare
Uzbekistan currently reports 95.1% against 21.7% in World, a difference of 73.4%.
That makes Uzbekistan's figure about 4.4 times World's.
Across all 14 years both countries report, Uzbekistan has been ahead every year.
Uzbekistan ranks 2nd and World ranks 23rd of 158 countries.
Uzbekistan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Uzbekistan | World | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37.0% | 27.1% | 9.9% | Uzbekistan |
| 2000s | 50.0% | 23.7% | 26.3% | Uzbekistan |
| 2010s | 93.4% | 22.4% | 71.0% | Uzbekistan |
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, Uzbekistan or World?
- Uzbekistan, at 95.1% against 21.7% in World as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Uzbekistan and World?
- 73.4%, with Uzbekistan ahead.
- How many years of comparable data are there for Uzbekistan and World?
- 14 years are reported by both, from 1999 to 2019.
- How do Uzbekistan and World rank globally for share of all students in upper secondary education enrolled in?
- Uzbekistan ranks 2nd and World ranks 23rd 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.