Bulgaria vs Chile: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Bulgaria
- Chile
How they compare
Bulgaria currently reports 3.1% against 2.7% in Chile, a difference of 0.4%.
That makes Bulgaria's figure about 1.1 times Chile's.
The two have swapped places 2 times across 5 shared years of data; in 2013 it was Bulgaria ahead.
Bulgaria ranks 31st and Chile ranks 34th of 77 countries.
Bulgaria 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, Bulgaria or Chile?
- Bulgaria, at 3.1% against 2.7% in Chile as of 2017.
- What is the difference in share of male students in lower secondary education enrolled in between Bulgaria and Chile?
- 0.4%, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Chile?
- 5 years are reported by both, from 2013 to 2017.
- How do Bulgaria and Chile rank globally for share of male students in lower secondary education enrolled in?
- Bulgaria ranks 31st and Chile ranks 34th 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.