Belgium vs Tonga: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Belgium
- Tonga
How they compare
Belgium currently reports 92.9% against 80.7% in Tonga, a difference of 12.2%.
That makes Belgium's figure about 1.2 times Tonga's.
Across all 5 years both countries report, Belgium has been ahead every year.
Belgium ranks 71st and Tonga ranks 74th of 99 countries.
Belgium has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Belgium | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 98.9% | 0.0% | 98.9% | Belgium |
| 2010s | 92.7% | 80.7% | 12.0% | Belgium |
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, Belgium or Tonga?
- Belgium, at 92.9% against 80.7% in Tonga as of 2018.
- What is the difference in share of all students in post-secondary non-tertiary education between Belgium and Tonga?
- 12.2%, with Belgium ahead.
- How many years of comparable data are there for Belgium and Tonga?
- 5 years are reported by both, from 2002 to 2015.
- How do Belgium and Tonga rank globally for share of all students in post-secondary non-tertiary education?
- Belgium ranks 71st and Tonga ranks 74th 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.