Share of all students in upper secondary education enrolled in in High income
High income: Share of all students in upper secondary education enrolled in was 27.8% in 2019. ▼ Falling
Share of all students in upper secondary education enrolled in in High income, 1997–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
High income recorded 27.8% for share of all students in upper secondary education enrolled in in 2019.
That represents a change of up 1.5% on the previous year and down 4.5% over ten years.
Over the whole period, share of all students in upper secondary education enrolled in in High income peaked at 39.6% in 1997 and was at its lowest, 27.4%, in 2018.
That places High income 15th out of 43 groups with data for 2019, putting it in the middle of the range.
The long-run direction has been consistently falling across the 23 years of available data.
Share of all students in upper secondary education enrolled in in High income, year by year
| Year | % | Change |
|---|---|---|
| 1997 | 39.6% | — |
| 1998 | 33.6% | -15.1% |
| 1999 | 34.6% | +2.9% |
| 2000 | 32.0% | -7.5% |
| 2001 | 31.9% | -0.3% |
| 2002 | 31.4% | -1.6% |
| 2003 | 30.5% | -3.0% |
| 2004 | 32.3% | +6.1% |
| 2005 | 32.2% | -0.4% |
| 2006 | 30.5% | -5.3% |
| 2007 | 30.1% | -1.3% |
| 2008 | 29.6% | -1.7% |
| 2009 | 29.1% | -1.7% |
| 2010 | 29.1% | +0.1% |
| 2011 | 28.3% | -2.7% |
| 2012 | 28.0% | -0.9% |
| 2013 | 29.3% | +4.3% |
| 2014 | 28.7% | -2.0% |
| 2015 | 28.2% | -1.8% |
| 2016 | 27.9% | -0.8% |
| 2017 | 28.1% | +0.5% |
| 2018 | 27.4% | -2.5% |
| 2019 | 27.8% | +1.5% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 35.9% | 33.6% | 39.6% | 3 |
| 2000s | 31.0% | 29.1% | 32.3% | 10 |
| 2010s | 28.3% | 27.4% | 29.3% | 10 |
Countries ranked near High income
- 12 Montenegro 68.2% compare
- 13 Slovakia 67.8% compare
- 14 Netherlands 67.5% compare
- 15 Liechtenstein 66.8% compare
- 16 Switzerland 63.7% compare
- 17 Luxembourg 61.6% compare
- 18 North Macedonia 59.9% compare
More education data for High income
- Primary education, teachers, gaps filled 6.16 million (2024)
- Population ages 15-64 64.5% (2025)
- Population ages 0-14 15.5% (2025)
- School enrollment, primary 99.8% (2024)
- Primary education, teachers 6.16 million (2024)
- Primary education, teachers, per capita 0.0043 units per person (2024)
- Primary education, teachers, per unit of GDP 0 units per US$ of GDP (2024)
- School enrollment, primary, female 99.6% (2024)
- School enrollment, primary, male 100.0% (2024)
- Labor force, female 45.0% (2025)
Frequently asked questions
- What is share of all students in upper secondary education enrolled in in High income?
- Share of all students in upper secondary education enrolled in in High income was 27.8% in 2019, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in High income?
- The highest recorded value was 39.6% in 1997.
- What is the lowest share of all students in upper secondary education enrolled in recorded in High income?
- The lowest recorded value was 27.4% in 2018.
- How does High income rank for share of all students in upper secondary education enrolled in?
- High income ranks 15th out of 43 groups with data for 2019.
- Is share of all students in upper secondary education enrolled in rising or falling in High income?
- Over the last ten years it is down 4.5%. The long-run trend across the full record is falling.
- Where does this High income data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Share of all students in upper secondary education enrolled in vocational programmes (%). Statizoid updates them automatically from the source API.
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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.