Jamaica vs Switzerland: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Jamaica
- Switzerland
How they compare
Jamaica currently reports 79.5% against 76.6% in Switzerland, a difference of 2.9%.
The two have swapped places 4 times across 8 shared years of data; in 2001 it was Jamaica ahead.
Jamaica ranks 75th and Switzerland ranks 76th of 99 countries.
Across the 2 decades both report, Jamaica averaged higher in 1 and Switzerland in 1.
Head to head by decade
| Decade | Jamaica | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 77.5% | 77.6% | 0.1% | Switzerland |
| 2010s | 85.6% | 68.4% | 17.2% | Jamaica |
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, Jamaica or Switzerland?
- Jamaica, at 79.5% against 76.6% in Switzerland as of 2019.
- What is the difference in share of all students in post-secondary non-tertiary education between Jamaica and Switzerland?
- 2.9%, with Jamaica ahead.
- How many years of comparable data are there for Jamaica and Switzerland?
- 8 years are reported by both, from 2001 to 2018.
- How do Jamaica and Switzerland rank globally for share of all students in post-secondary non-tertiary education?
- Jamaica ranks 75th and Switzerland ranks 76th 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.