Liechtenstein vs Montenegro: Share of all students in secondary education enrolled in general
Share of all students in secondary education enrolled in general over time
- Liechtenstein
- Montenegro
How they compare
Liechtenstein currently reports 66.2% against 66.2% in Montenegro, a difference of 0.0%.
Across all 14 years both countries report, Montenegro has been ahead every year.
Liechtenstein ranks 190th and Montenegro ranks 191st of 205 countries.
Montenegro has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Liechtenstein | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 63.6% | 67.9% | 4.3% | Montenegro |
| 2010s | 64.4% | 67.2% | 2.8% | Montenegro |
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, Liechtenstein or Montenegro?
- Liechtenstein, at 66.2% against 66.2% in Montenegro as of 2018.
- What is the difference in share of all students in secondary education enrolled in general between Liechtenstein and Montenegro?
- 0.0%, with Liechtenstein ahead.
- How many years of comparable data are there for Liechtenstein and Montenegro?
- 14 years are reported by both, from 2003 to 2018.
- How do Liechtenstein and Montenegro rank globally for share of all students in secondary education enrolled in general?
- Liechtenstein ranks 190th and Montenegro ranks 191st 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.