Brazil vs Saint Lucia: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Brazil
- Saint Lucia
How they compare
Saint Lucia currently reports 0.1% against 0.1% in Brazil, a difference of 0.0%.
That makes Saint Lucia's figure about 1.5 times Brazil's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Saint Lucia ahead.
Brazil ranks 66th and Saint Lucia ranks 65th of 77 countries.
Saint Lucia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in lower secondary education enrolled in, Brazil or Saint Lucia?
- Saint Lucia, at 0.1% against 0.1% in Brazil as of 2018.
- What is the difference in share of male students in lower secondary education enrolled in between Brazil and Saint Lucia?
- 0.0%, with Saint Lucia ahead.
- How many years of comparable data are there for Brazil and Saint Lucia?
- 5 years are reported by both, from 2013 to 2017.
- How do Brazil and Saint Lucia rank globally for share of male students in lower secondary education enrolled in?
- Brazil ranks 66th and Saint Lucia ranks 65th of 77 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as Share of male students in lower secondary 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 male students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the lower secondary 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.