Mozambique vs Peru: Share of male students in lower secondary education enrolled in
Share of male students in lower secondary education enrolled in over time
- Mozambique
- Peru
How they compare
Peru currently reports 2.5% against 2.3% in Mozambique, a difference of 0.2%.
That makes Peru's figure about 1.1 times Mozambique's.
The two have swapped places 1 time across 13 shared years of data; in 2004 it was Mozambique ahead.
Mozambique ranks 37th and Peru ranks 35th of 77 countries.
Mozambique has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mozambique | Peru | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8.3% | 1.8% | 6.5% | Mozambique |
| 2010s | 4.8% | 1.9% | 3.0% | Mozambique |
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, Mozambique or Peru?
- Peru, at 2.5% against 2.3% in Mozambique as of 2018.
- What is the difference in share of male students in lower secondary education enrolled in between Mozambique and Peru?
- 0.2%, with Peru ahead.
- How many years of comparable data are there for Mozambique and Peru?
- 13 years are reported by both, from 2004 to 2017.
- How do Mozambique and Peru rank globally for share of male students in lower secondary education enrolled in?
- Mozambique ranks 37th and Peru ranks 35th 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.