Central African Republic vs Lithuania: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Central African Republic
- Lithuania
How they compare
Lithuania currently reports 3.4% against 3.2% in Central African Republic, a difference of 0.2%.
That makes Lithuania's figure about 1.1 times Central African Republic's.
Across all 7 years both countries report, Lithuania has been ahead every year.
Central African Republic ranks 29th and Lithuania ranks 26th of 77 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Central African Republic | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.2% | 4.0% | 1.8% | Lithuania |
| 2010s | 2.1% | 3.6% | 1.4% | Lithuania |
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, Central African Republic or Lithuania?
- Lithuania, at 3.4% against 3.2% in Central African Republic as of 2017.
- What is the difference in share of male students in lower secondary education enrolled in between Central African Republic and Lithuania?
- 0.2%, with Lithuania ahead.
- How many years of comparable data are there for Central African Republic and Lithuania?
- 7 years are reported by both, from 2006 to 2017.
- How do Central African Republic and Lithuania rank globally for share of male students in lower secondary education enrolled in?
- Central African Republic ranks 29th and Lithuania ranks 26th 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.