Bangladesh vs Madagascar: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Bangladesh
- Madagascar
How they compare
Madagascar currently reports 92.3% against 91.4% in Bangladesh, a difference of 0.9%.
The two have swapped places 1 time across 12 shared years of data; in 2005 it was Bangladesh ahead.
Bangladesh ranks 65th and Madagascar ranks 62nd of 179 countries.
Across the 2 decades both report, Bangladesh averaged higher in 1 and Madagascar in 1.
Head to head by decade
| Decade | Bangladesh | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 93.5% | 85.6% | 7.9% | Bangladesh |
| 2010s | 91.3% | 92.6% | 1.3% | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in upper secondary education enrolled in, Bangladesh or Madagascar?
- Madagascar, at 92.3% against 91.4% in Bangladesh as of 2019.
- What is the difference in share of all students in upper secondary education enrolled in between Bangladesh and Madagascar?
- 0.9%, with Madagascar ahead.
- How many years of comparable data are there for Bangladesh and Madagascar?
- 12 years are reported by both, from 2005 to 2019.
- How do Bangladesh and Madagascar rank globally for share of all students in upper secondary education enrolled in?
- Bangladesh ranks 65th and Madagascar ranks 62nd of 179 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in upper 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 upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper 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.