Naoero vs South Asia: Share of all students in secondary education enrolled in general
Share of all students in secondary education enrolled in general over time
- Naoero
- South Asia
How they compare
Naoero currently reports 100.0% against 98.2% in South Asia, a difference of 1.8%.
The two have swapped places 2 times across 16 shared years of data; in 1971 it was Naoero ahead.
Naoero ranks 1st and South Asia ranks 3rd of 205 countries.
Across the 4 decades both report, Naoero averaged higher in 3 and South Asia in 1.
Head to head by decade
| Decade | Naoero | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 98.9% | 1.1% | Naoero |
| 1980s | 96.5% | 98.5% | 2.1% | South Asia |
| 2000s | 100.0% | 99.0% | 1.0% | Naoero |
| 2010s | 100.0% | 98.3% | 1.7% | Naoero |
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, Naoero or South Asia?
- Naoero, at 100.0% against 98.2% in South Asia as of 2019.
- What is the difference in share of all students in secondary education enrolled in general between Naoero and South Asia?
- 1.8%, with Naoero ahead.
- How many years of comparable data are there for Naoero and South Asia?
- 16 years are reported by both, from 1971 to 2019.
- How do Naoero and South Asia rank globally for share of all students in secondary education enrolled in general?
- Naoero ranks 1st and South Asia ranks 3rd 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.