High income vs Myanmar: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- High income
- Myanmar
How they compare
Myanmar currently reports 99.3% against 72.2% in High income, a difference of 27.1%.
That makes Myanmar's figure about 1.4 times High income's.
Across all 16 years both countries report, Myanmar has been ahead every year.
High income ranks 29th and Myanmar ranks 29th of 43 groups.
Myanmar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 65.4% | 100.0% | 34.6% | Myanmar |
| 2000s | 69.0% | 100.0% | 31.0% | Myanmar |
| 2010s | 71.8% | 99.6% | 27.9% | Myanmar |
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, High income or Myanmar?
- Myanmar, at 99.3% against 72.2% in High income as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between High income and Myanmar?
- 27.1%, with Myanmar ahead.
- How many years of comparable data are there for High income and Myanmar?
- 16 years are reported by both, from 1999 to 2018.
- How do High income and Myanmar rank globally for share of all students in upper secondary education enrolled in?
- High income ranks 29th and Myanmar ranks 29th of 43 groups.
- 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.