France vs Malaysia: Share of all students in post-secondary non-tertiary education
Share of all students in post-secondary non-tertiary education over time
- France
- Malaysia
How they compare
Malaysia currently reports 68.7% against 55.0% in France, a difference of 13.7%.
That makes Malaysia's figure about 1.2 times France's.
The two have swapped places 1 time across 12 shared years of data; in 1999 it was France ahead.
France ranks 82nd and Malaysia ranks 80th of 99 countries.
Across the 3 decades both report, France averaged higher in 2 and Malaysia in 1.
Head to head by decade
| Decade | France | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 45.7% | 19.7% | 26.0% | France |
| 2000s | 58.5% | 31.8% | 26.7% | France |
| 2010s | 62.4% | 69.7% | 7.3% | Malaysia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in post-secondary non-tertiary education, France or Malaysia?
- Malaysia, at 68.7% against 55.0% in France as of 2011.
- What is the difference in share of all students in post-secondary non-tertiary education between France and Malaysia?
- 13.7%, with Malaysia ahead.
- How many years of comparable data are there for France and Malaysia?
- 12 years are reported by both, from 1999 to 2011.
- How do France and Malaysia rank globally for share of all students in post-secondary non-tertiary education?
- France ranks 82nd and Malaysia ranks 80th of 99 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all students in post-secondary non-tertiary education enrolled in vocational 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 vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.