IDA total vs Ireland: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- IDA total
- Ireland
How they compare
Ireland currently reports 3.7% against 1.4% in IDA total, a difference of 2.3%.
That makes Ireland's figure about 2.7 times IDA total's.
Across all 8 years both countries report, Ireland has been ahead every year.
IDA total ranks 24th and Ireland ranks 24th of 43 groups.
Ireland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA total | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.4% | 2.8% | 1.4% | Ireland |
| 2010s | 1.7% | 3.9% | 2.3% | Ireland |
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, IDA total or Ireland?
- Ireland, at 3.7% against 1.4% in IDA total as of 2012.
- What is the difference in share of male students in lower secondary education enrolled in between IDA total and Ireland?
- 2.3%, with Ireland ahead.
- How many years of comparable data are there for IDA total and Ireland?
- 8 years are reported by both, from 2005 to 2012.
- How do IDA total and Ireland rank globally for share of male students in lower secondary education enrolled in?
- IDA total ranks 24th and Ireland ranks 24th 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.