Czechia vs Kenya: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Czechia
- Kenya
How they compare
Kenya currently reports 48.8% against 36.1% in Czechia, a difference of 12.7%.
That makes Kenya's figure about 1.4 times Czechia's.
The two have swapped places 2 times across 9 shared years of data; in 1998 it was Kenya ahead.
Czechia ranks 87th and Kenya ranks 86th of 99 countries.
Across the 3 decades both report, Czechia averaged higher in 1 and Kenya in 1.
Head to head by decade
| Decade | Czechia | Kenya | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 0.0% | — |
| 2000s | 100.0% | 61.2% | 38.8% | Czechia |
| 2010s | 56.4% | 64.7% | 8.4% | Kenya |
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, Czechia or Kenya?
- Kenya, at 48.8% against 36.1% in Czechia as of 2016.
- What is the difference in share of all students in post-secondary non-tertiary education between Czechia and Kenya?
- 12.7%, with Kenya ahead.
- How many years of comparable data are there for Czechia and Kenya?
- 9 years are reported by both, from 1998 to 2016.
- How do Czechia and Kenya rank globally for share of all students in post-secondary non-tertiary education?
- Czechia ranks 87th and Kenya ranks 86th 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.