IBRD only vs Lithuania: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- IBRD only
- Lithuania
How they compare
Lithuania currently reports 3.4% against 1.1% in IBRD only, a difference of 2.3%.
That makes Lithuania's figure about 3.0 times IBRD only's.
Across all 20 years both countries report, Lithuania has been ahead every year.
IBRD only ranks 28th and Lithuania ranks 26th of 43 groups.
Lithuania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IBRD only | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.6% | 4.3% | 3.7% | Lithuania |
| 2000s | 0.9% | 3.9% | 3.0% | Lithuania |
| 2010s | 1.1% | 3.4% | 2.3% | 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, IBRD only or Lithuania?
- Lithuania, at 3.4% against 1.1% in IBRD only as of 2017.
- What is the difference in share of male students in lower secondary education enrolled in between IBRD only and Lithuania?
- 2.3%, with Lithuania ahead.
- How many years of comparable data are there for IBRD only and Lithuania?
- 20 years are reported by both, from 1998 to 2017.
- How do IBRD only and Lithuania rank globally for share of male students in lower secondary education enrolled in?
- IBRD only ranks 28th and Lithuania ranks 26th of 43 groups.
- 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.