Eswatini vs United Arab Emirates: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Eswatini
- United Arab Emirates
How they compare
Eswatini currently reports 1.5% against 1.2% in United Arab Emirates, a difference of 0.3%.
That makes Eswatini's figure about 1.3 times United Arab Emirates's.
The two have swapped places 3 times across 6 shared years of data; in 2011 it was United Arab Emirates ahead.
Eswatini ranks 41st and United Arab Emirates ranks 44th of 77 countries.
United Arab Emirates has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in lower secondary education enrolled in, Eswatini or United Arab Emirates?
- Eswatini, at 1.5% against 1.2% in United Arab Emirates as of 2016.
- What is the difference in share of male students in lower secondary education enrolled in between Eswatini and United Arab Emirates?
- 0.3%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and United Arab Emirates?
- 6 years are reported by both, from 2011 to 2016.
- How do Eswatini and United Arab Emirates rank globally for share of male students in lower secondary education enrolled in?
- Eswatini ranks 41st and United Arab Emirates ranks 44th 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.
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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.