Lower middle income vs Tunisia: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Lower middle income
- Tunisia
How they compare
Tunisia currently reports 3.3% against 0.8% in Lower middle income, a difference of 2.5%.
That makes Tunisia's figure about 4.1 times Lower middle income's.
Across all 17 years both countries report, Tunisia has been ahead every year.
Lower middle income ranks 30th and Tunisia ranks 27th of 43 groups.
Tunisia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lower middle income | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.6% | 10.9% | 10.3% | Tunisia |
| 2000s | 0.7% | 10.9% | 10.2% | Tunisia |
| 2010s | 0.9% | 9.2% | 8.3% | Tunisia |
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, Lower middle income or Tunisia?
- Tunisia, at 3.3% against 0.8% in Lower middle income as of 2018.
- What is the difference in share of male students in lower secondary education enrolled in between Lower middle income and Tunisia?
- 2.5%, with Tunisia ahead.
- How many years of comparable data are there for Lower middle income and Tunisia?
- 17 years are reported by both, from 1998 to 2018.
- How do Lower middle income and Tunisia rank globally for share of male students in lower secondary education enrolled in?
- Lower middle income ranks 30th and Tunisia ranks 27th 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.