Congo vs IBRD only: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Congo
- IBRD only
How they compare
Congo currently reports 3.4% against 1.1% in IBRD only, a difference of 2.3%.
That makes Congo's figure about 3.0 times IBRD only's.
Across all 8 years both countries report, Congo has been ahead every year.
Congo ranks 25th and IBRD only ranks 28th of 77 countries.
Congo has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Congo | IBRD only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5.7% | 0.7% | 5.1% | Congo |
| 2000s | 7.3% | 0.8% | 6.5% | Congo |
| 2010s | 3.4% | 1.1% | 2.3% | Congo |
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, Congo or IBRD only?
- Congo, at 3.4% against 1.1% in IBRD only as of 2012.
- What is the difference in share of male students in lower secondary education enrolled in between Congo and IBRD only?
- 2.3%, with Congo ahead.
- How many years of comparable data are there for Congo and IBRD only?
- 8 years are reported by both, from 1999 to 2012.
- How do Congo and IBRD only rank globally for share of male students in lower secondary education enrolled in?
- Congo ranks 25th and IBRD only ranks 28th 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.