Lesotho vs Poland: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Lesotho
- Poland
How they compare
Poland currently reports 1.1% against 1.1% in Lesotho, a difference of 0.0%.
The two have swapped places 1 time across 8 shared years of data; in 2005 it was Lesotho ahead.
Lesotho ranks 46th and Poland ranks 45th of 77 countries.
Lesotho has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lesotho | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.2% | 0.4% | 0.9% | Lesotho |
| 2010s | 1.0% | 1.0% | 0.0% | Lesotho |
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, Lesotho or Poland?
- Poland, at 1.1% against 1.1% in Lesotho as of 2015.
- What is the difference in share of male students in lower secondary education enrolled in between Lesotho and Poland?
- 0.0%, with Poland ahead.
- How many years of comparable data are there for Lesotho and Poland?
- 8 years are reported by both, from 2005 to 2015.
- How do Lesotho and Poland rank globally for share of male students in lower secondary education enrolled in?
- Lesotho ranks 46th and Poland ranks 45th 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.