Canada vs Eswatini: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Canada
- Eswatini
How they compare
Canada currently reports 91.3% against 90.7% in Eswatini, a difference of 0.6%.
The two have swapped places 1 time across 5 shared years of data; in 2012 it was Eswatini ahead.
Canada ranks 67th and Eswatini ranks 68th of 179 countries.
Eswatini has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of all students in upper secondary education enrolled in, Canada or Eswatini?
- Canada, at 91.3% against 90.7% in Eswatini as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Canada and Eswatini?
- 0.6%, with Canada ahead.
- How many years of comparable data are there for Canada and Eswatini?
- 5 years are reported by both, from 2012 to 2016.
- How do Canada and Eswatini rank globally for share of all students in upper secondary education enrolled in?
- Canada ranks 67th and Eswatini ranks 68th 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.