Switzerland vs Tonga: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- Switzerland
- Tonga
How they compare
Tonga currently reports 80.7% against 76.6% in Switzerland, a difference of 4.1%.
That makes Tonga's figure about 1.1 times Switzerland's.
Across all 5 years both countries report, Switzerland has been ahead every year.
Switzerland ranks 76th and Tonga ranks 74th of 99 countries.
Switzerland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Switzerland | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 75.0% | 0.0% | 75.0% | Switzerland |
| 2010s | 85.0% | 80.7% | 4.3% | Switzerland |
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, Switzerland or Tonga?
- Tonga, at 80.7% against 76.6% in Switzerland as of 2015.
- What is the difference in share of all students in post-secondary non-tertiary education between Switzerland and Tonga?
- 4.1%, with Tonga ahead.
- How many years of comparable data are there for Switzerland and Tonga?
- 5 years are reported by both, from 2002 to 2015.
- How do Switzerland and Tonga rank globally for share of all students in post-secondary non-tertiary education?
- Switzerland ranks 76th and Tonga ranks 74th 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.