Eritrea vs Jamaica: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Eritrea
- Jamaica
How they compare
Jamaica currently reports 79.5% against 75.4% in Eritrea, a difference of 4.1%.
That makes Jamaica's figure about 1.1 times Eritrea's.
The two have swapped places 1 time across 6 shared years of data; in 2001 it was Eritrea ahead.
Eritrea ranks 78th and Jamaica ranks 75th of 99 countries.
Eritrea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eritrea | Jamaica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 77.5% | 22.5% | Eritrea |
| 2010s | 93.8% | 84.1% | 9.7% | Eritrea |
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, Eritrea or Jamaica?
- Jamaica, at 79.5% against 75.4% in Eritrea as of 2019.
- What is the difference in share of all students in post-secondary non-tertiary education between Eritrea and Jamaica?
- 4.1%, with Jamaica ahead.
- How many years of comparable data are there for Eritrea and Jamaica?
- 6 years are reported by both, from 2001 to 2017.
- How do Eritrea and Jamaica rank globally for share of all students in post-secondary non-tertiary education?
- Eritrea ranks 78th and Jamaica ranks 75th 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.