Latvia vs Malta: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Latvia
- Malta
How they compare
Latvia currently reports 0.8% against 0.6% in Malta, a difference of 0.2%.
That makes Latvia's figure about 1.2 times Malta's.
The two have swapped places 5 times across 20 shared years of data; in 1998 it was Malta ahead.
Latvia ranks 50th and Malta ranks 53rd of 77 countries.
Across the 3 decades both report, Latvia averaged higher in 1 and Malta in 2.
Head to head by decade
| Decade | Latvia | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.4% | 13.7% | 12.3% | Malta |
| 2000s | 1.1% | 2.3% | 1.2% | Malta |
| 2010s | 1.1% | 0.8% | 0.2% | Latvia |
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, Latvia or Malta?
- Latvia, at 0.8% against 0.6% in Malta as of 2017.
- What is the difference in share of male students in lower secondary education enrolled in between Latvia and Malta?
- 0.2%, with Latvia ahead.
- How many years of comparable data are there for Latvia and Malta?
- 20 years are reported by both, from 1998 to 2017.
- How do Latvia and Malta rank globally for share of male students in lower secondary education enrolled in?
- Latvia ranks 50th and Malta ranks 53rd 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.