Fiji vs Namibia: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Fiji
- Namibia
How they compare
Fiji currently reports 100.0% against 100.0% in Namibia, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 1998 it was Fiji ahead.
Fiji ranks 1st and Namibia ranks 1st of 99 countries.
Fiji has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Fiji | Namibia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 92.4% | 7.6% | Fiji |
| 2000s | 100.0% | 100.0% | 0.0% | — |
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, Fiji or Namibia?
- Fiji, at 100.0% against 100.0% in Namibia as of 2016.
- What is the difference in share of all students in post-secondary non-tertiary education between Fiji and Namibia?
- 0.0%, with Fiji ahead.
- How many years of comparable data are there for Fiji and Namibia?
- 5 years are reported by both, from 1998 to 2003.
- How do Fiji and Namibia rank globally for share of all students in post-secondary non-tertiary education?
- Fiji ranks 1st and Namibia 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.