Macao vs Tajikistan: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Macao
- Tajikistan
How they compare
Tajikistan currently reports 93.6% against 93.5% in Macao, a difference of 0.1%.
The two have swapped places 1 time across 15 shared years of data; in 1999 it was Macao ahead.
Macao ranks 56th and Tajikistan ranks 55th of 179 countries.
Macao has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Macao | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 95.5% | 77.5% | 18.0% | Macao |
| 2000s | 93.8% | 85.8% | 8.1% | Macao |
| 2010s | 91.6% | 91.5% | 0.1% | Macao |
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, Macao or Tajikistan?
- Tajikistan, at 93.6% against 93.5% in Macao as of 2013.
- What is the difference in share of all students in upper secondary education enrolled in between Macao and Tajikistan?
- 0.1%, with Tajikistan ahead.
- How many years of comparable data are there for Macao and Tajikistan?
- 15 years are reported by both, from 1999 to 2013.
- How do Macao and Tajikistan rank globally for share of all students in upper secondary education enrolled in?
- Macao ranks 56th and Tajikistan ranks 55th 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.