Honduras vs Serbia: Share of all students in secondary education enrolled in general
Share of all students in secondary education enrolled in general over time
- Honduras
- Serbia
How they compare
Honduras currently reports 65.9% against 64.5% in Serbia, a difference of 1.4%.
The two have swapped places 2 times across 6 shared years of data; in 2013 it was Honduras ahead.
Honduras ranks 192nd and Serbia ranks 195th of 205 countries.
Honduras has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of all students in secondary education enrolled in general, Honduras or Serbia?
- Honduras, at 65.9% against 64.5% in Serbia as of 2019.
- What is the difference in share of all students in secondary education enrolled in general between Honduras and Serbia?
- 1.4%, with Honduras ahead.
- How many years of comparable data are there for Honduras and Serbia?
- 6 years are reported by both, from 2013 to 2019.
- How do Honduras and Serbia rank globally for share of all students in secondary education enrolled in general?
- Honduras ranks 192nd and Serbia ranks 195th 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.
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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.