Belarus vs Mali: Share of all students in secondary education enrolled in general
Share of all students in secondary education enrolled in general over time
- Belarus
- Mali
How they compare
Mali currently reports 87.8% against 87.3% in Belarus, a difference of 0.5%.
The two have swapped places 7 times across 37 shared years of data; in 1971 it was Belarus ahead.
Belarus ranks 139th and Mali ranks 137th of 205 countries.
Across the 5 decades both report, Belarus averaged higher in 3 and Mali in 2.
Head to head by decade
| Decade | Belarus | Mali | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 91.0% | 88.1% | 2.9% | Belarus |
| 1980s | 83.0% | 88.3% | 5.4% | Mali |
| 1990s | 88.4% | 87.9% | 0.5% | Belarus |
| 2000s | 87.7% | 87.4% | 0.3% | Belarus |
| 2010s | 86.3% | 87.2% | 0.9% | Mali |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in secondary education enrolled in general, Belarus or Mali?
- Mali, at 87.8% against 87.3% in Belarus as of 2018.
- What is the difference in share of all students in secondary education enrolled in general between Belarus and Mali?
- 0.5%, with Mali ahead.
- How many years of comparable data are there for Belarus and Mali?
- 37 years are reported by both, from 1971 to 2018.
- How do Belarus and Mali rank globally for share of all students in secondary education enrolled in general?
- Belarus ranks 139th and Mali ranks 137th of 205 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in secondary education enrolled in general 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 general programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.