Madagascar vs Republic of Moldova: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Madagascar
- Republic of Moldova
How they compare
Madagascar currently reports 100.0% against 100.0% in Republic of Moldova, a difference of 0.0%.
Across all 5 years both countries report, Republic of Moldova has been ahead every year.
Madagascar ranks 1st and Republic of Moldova ranks 1st of 99 countries.
Frequently asked questions
- Which has higher share of all students in post-secondary non-tertiary education, Madagascar or Republic of Moldova?
- Madagascar, at 100.0% against 100.0% in Republic of Moldova as of 2019.
- What is the difference in share of all students in post-secondary non-tertiary education between Madagascar and Republic of Moldova?
- 0.0%, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and Republic of Moldova?
- 5 years are reported by both, from 2014 to 2019.
- How do Madagascar and Republic of Moldova rank globally for share of all students in post-secondary non-tertiary education?
- Madagascar ranks 1st and Republic of Moldova 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.