Malaysia vs Sweden: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Malaysia
- Sweden
How they compare
Sweden currently reports 76.0% against 68.7% in Malaysia, a difference of 7.3%.
That makes Sweden's figure about 1.1 times Malaysia's.
Across all 12 years both countries report, Sweden has been ahead every year.
Malaysia ranks 80th and Sweden ranks 77th of 99 countries.
Sweden has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Malaysia | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 19.7% | 73.2% | 53.5% | Sweden |
| 2000s | 31.8% | 72.0% | 40.2% | Sweden |
| 2010s | 69.7% | 82.3% | 12.6% | Sweden |
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, Malaysia or Sweden?
- Sweden, at 76.0% against 68.7% in Malaysia as of 2018.
- What is the difference in share of all students in post-secondary non-tertiary education between Malaysia and Sweden?
- 7.3%, with Sweden ahead.
- How many years of comparable data are there for Malaysia and Sweden?
- 12 years are reported by both, from 1999 to 2011.
- How do Malaysia and Sweden rank globally for share of all students in post-secondary non-tertiary education?
- Malaysia ranks 80th and Sweden ranks 77th 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.