Niger vs Philippines: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Niger
- Philippines
How they compare
Niger currently reports 100.0% against 100.0% in Philippines, a difference of 0.0%.
Across all 13 years both countries report, Philippines has been ahead every year.
Niger ranks 1st and Philippines ranks 1st of 99 countries.
Head to head by decade
| Decade | Niger | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 100.0% | 0.0% | — |
| 2010s | 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, Niger or Philippines?
- Niger, at 100.0% against 100.0% in Philippines as of 2017.
- What is the difference in share of all students in post-secondary non-tertiary education between Niger and Philippines?
- 0.0%, with Niger ahead.
- How many years of comparable data are there for Niger and Philippines?
- 13 years are reported by both, from 2001 to 2017.
- How do Niger and Philippines rank globally for share of all students in post-secondary non-tertiary education?
- Niger ranks 1st and Philippines 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.