Bangladesh vs Belarus: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Bangladesh
- Belarus
How they compare
Bangladesh currently reports 100.0% against 100.0% in Belarus, a difference of 0.0%.
Across all 10 years both countries report, Belarus has been ahead every year.
Bangladesh ranks 1st and Belarus ranks 1st of 99 countries.
Belarus has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Belarus | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 63.1% | 100.0% | 36.9% | Belarus |
| 2000s | 92.9% | 100.0% | 7.1% | Belarus |
| 2010s | 95.1% | 100.0% | 4.9% | Belarus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in post-secondary non-tertiary education, Bangladesh or Belarus?
- Bangladesh, at 100.0% against 100.0% in Belarus as of 2019.
- What is the difference in share of all students in post-secondary non-tertiary education between Bangladesh and Belarus?
- 0.0%, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Belarus?
- 10 years are reported by both, from 1998 to 2017.
- How do Bangladesh and Belarus rank globally for share of all students in post-secondary non-tertiary education?
- Bangladesh ranks 1st and Belarus ranks 1st of 99 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in post-secondary non-tertiary 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 post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary 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.