Guyana vs Slovenia: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Guyana
- Slovenia
How they compare
Slovenia currently reports 29.2% against 20.6% in Guyana, a difference of 8.6%.
That makes Slovenia's figure about 1.4 times Guyana's.
The two have swapped places 4 times across 9 shared years of data; in 1999 it was Slovenia ahead.
Guyana ranks 93rd and Slovenia ranks 91st of 99 countries.
Across the 3 decades both report, Guyana averaged higher in 1 and Slovenia in 2.
Head to head by decade
| Decade | Guyana | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 72.6% | 100.0% | 27.4% | Slovenia |
| 2000s | 41.8% | 29.2% | 12.6% | Guyana |
| 2010s | 27.3% | 27.7% | 0.4% | Slovenia |
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, Guyana or Slovenia?
- Slovenia, at 29.2% against 20.6% in Guyana as of 2012.
- What is the difference in share of all students in post-secondary non-tertiary education between Guyana and Slovenia?
- 8.6%, with Slovenia ahead.
- How many years of comparable data are there for Guyana and Slovenia?
- 9 years are reported by both, from 1999 to 2012.
- How do Guyana and Slovenia rank globally for share of all students in post-secondary non-tertiary education?
- Guyana ranks 93rd and Slovenia ranks 91st 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.