Chad 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
- Chad
- Saint Lucia
How they compare
Chad currently reports 0.2% against 0.1% in Saint Lucia, a difference of 0.1%.
That makes Chad's figure about 1.9 times Saint Lucia's.
Across all 13 years both countries report, Saint Lucia has been ahead every year.
Chad ranks 62nd and Saint Lucia ranks 65th of 77 countries.
Saint Lucia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chad | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.3% | 6.4% | 6.1% | Saint Lucia |
| 2010s | 0.4% | 3.0% | 2.6% | Saint Lucia |
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, Chad or Saint Lucia?
- Chad, at 0.2% against 0.1% in Saint Lucia as of 2016.
- What is the difference in share of male students in lower secondary education enrolled in between Chad and Saint Lucia?
- 0.1%, with Chad ahead.
- How many years of comparable data are there for Chad and Saint Lucia?
- 13 years are reported by both, from 2003 to 2016.
- How do Chad and Saint Lucia rank globally for share of male students in lower secondary education enrolled in?
- Chad ranks 62nd 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.