Burkina Faso vs Latvia: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Burkina Faso
- Latvia
How they compare
Burkina Faso currently reports 1.0% against 0.8% in Latvia, a difference of 0.2%.
That makes Burkina Faso's figure about 1.3 times Latvia's.
Across all 18 years both countries report, Burkina Faso has been ahead every year.
Burkina Faso ranks 48th and Latvia ranks 50th of 77 countries.
Burkina Faso has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burkina Faso | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3.2% | 1.3% | 1.9% | Burkina Faso |
| 2000s | 2.8% | 1.2% | 1.6% | Burkina Faso |
| 2010s | 1.4% | 1.1% | 0.3% | Burkina Faso |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of male students in lower secondary education enrolled in, Burkina Faso or Latvia?
- Burkina Faso, at 1.0% against 0.8% in Latvia as of 2018.
- What is the difference in share of male students in lower secondary education enrolled in between Burkina Faso and Latvia?
- 0.2%, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Latvia?
- 18 years are reported by both, from 1999 to 2017.
- How do Burkina Faso and Latvia rank globally for share of male students in lower secondary education enrolled in?
- Burkina Faso ranks 48th and Latvia ranks 50th 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.