Afghanistan vs Barbados: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Afghanistan
- Barbados
How they compare
Barbados currently reports 65.6% against 57.6% in Afghanistan, a difference of 8.0%.
That makes Barbados's figure about 1.1 times Afghanistan's.
The two have swapped places 1 time across 6 shared years of data; in 2008 it was Afghanistan ahead.
Afghanistan ranks 78th and Barbados ranks 76th of 94 countries.
Afghanistan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Afghanistan | Barbados | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 84.5% | 15.5% | Afghanistan |
| 2010s | 77.8% | 75.6% | 2.3% | Afghanistan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of male students in post-secondary non-tertiary education, Afghanistan or Barbados?
- Barbados, at 65.6% against 57.6% in Afghanistan as of 2018.
- What is the difference in share of male students in post-secondary non-tertiary education between Afghanistan and Barbados?
- 8.0%, with Barbados ahead.
- How many years of comparable data are there for Afghanistan and Barbados?
- 6 years are reported by both, from 2008 to 2016.
- How do Afghanistan and Barbados rank globally for share of male students in post-secondary non-tertiary education?
- Afghanistan ranks 78th and Barbados ranks 76th of 94 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 post-secondary non-tertiary 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 post-secondary non-tertiary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary 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.