Eswatini vs Guyana: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Eswatini
- Guyana
How they compare
Eswatini currently reports 1.5% against 1.4% in Guyana, a difference of 0.1%.
That makes Eswatini's figure about 1.1 times Guyana's.
Across all 8 years both countries report, Guyana has been ahead every year.
Eswatini ranks 41st and Guyana ranks 43rd of 77 countries.
Guyana has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eswatini | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.0% | 7.4% | 7.4% | Guyana |
| 2000s | 0.3% | 8.6% | 8.3% | Guyana |
| 2010s | 0.2% | 1.0% | 0.9% | Guyana |
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, Eswatini or Guyana?
- Eswatini, at 1.5% against 1.4% in Guyana as of 2016.
- What is the difference in share of male students in lower secondary education enrolled in between Eswatini and Guyana?
- 0.1%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Guyana?
- 8 years are reported by both, from 1999 to 2012.
- How do Eswatini and Guyana rank globally for share of male students in lower secondary education enrolled in?
- Eswatini ranks 41st and Guyana ranks 43rd 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.