Home/Countries/Latvia/Tertiary School Enrollment (%)

LatviaTertiary School Enrollment (%)

Category: EducationSource: World Bank World Development IndicatorsGlobal Rank: #16 of 147
Latest Value
85.7%
2023
YoY Change
-6.1%
20222023
Global Rank
#16
of 147 countries
Maximum
94.9%
2019
Minimum
56.2%
2000
CAGR
+1.8%
24 years
Last
85.7%
Previous
91.3%
Highest
94.9%
Lowest
56.2%
Source
World Bank World Development Indicators
Source: World Bank World Development Indicators

Historical Data

YearValueChange
202385.7%-6.1%
202291.3%-2.3%
202193.5%-1.1%
202094.5%-0.4%
201994.9%+2.0%
201893.0%+5.6%
201788.1%+9.2%
201680.6%+8.5%
201574.3%+4.8%
201470.9%+2.6%
201369.1%+3.7%
201266.6%-1.9%
201168.0%-1.6%
201069.1%-5.5%
200973.1%+1.0%
200872.4%-0.9%
200773.0%-2.1%
200674.6%-1.1%
200575.4%+1.1%
200474.6%+5.0%
200371.0%+4.8%
200267.8%+6.8%
200163.5%+12.9%
200056.2%

Top Countries — Tertiary School Enrollment (%)

#CountryValueYear
1Greece165.1%2023
2Macao SAR, China141.9%2024
3Turkiye127.6%2022
4Hong Kong SAR, China120.1%2024
5Finland108.1%2023
6Argentina107.8%2023
7Korea, Rep.106.7%2023
8Chile104.7%2023
9Australia104.6%2023
10Cyprus99.0%2023
View all 147 countries →

About This Indicator

Definition

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.

Methodology

Data compiled by Data API, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://databrowser.uis.unesco.org/resources, note: The data are obtained through the UIS API. Detailed documentation is available at: https://api.uis.unesco.org/api/public/documentation/, publisher: UNESCO Institute for Statistics (UIS), type: Bulk file (csv), date accessed: 2025-09-22, date published: 2025-09.

Source: World Bank - World Development IndicatorsView original source →