Bangladesh vs Jamaica: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Bangladesh
- Jamaica
How they compare
Bangladesh currently reports 99.0% against 92.4% in Jamaica, a difference of 6.6%.
That makes Bangladesh's figure about 1.1 times Jamaica's.
The two have swapped places 1 time across 5 shared years of data; in 2002 it was Jamaica ahead.
Bangladesh ranks 63rd and Jamaica ranks 66th of 94 countries.
Across the 2 decades both report, Bangladesh averaged higher in 1 and Jamaica in 1.
Head to head by decade
| Decade | Bangladesh | Jamaica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 50.0% | 81.9% | 31.9% | Jamaica |
| 2010s | 97.8% | 85.1% | 12.7% | Bangladesh |
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, Bangladesh or Jamaica?
- Bangladesh, at 99.0% against 92.4% in Jamaica as of 2017.
- What is the difference in share of male students in post-secondary non-tertiary education between Bangladesh and Jamaica?
- 6.6%, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Jamaica?
- 5 years are reported by both, from 2002 to 2017.
- How do Bangladesh and Jamaica rank globally for share of male students in post-secondary non-tertiary education?
- Bangladesh ranks 63rd and Jamaica ranks 66th 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.