Belgium vs Iceland: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Belgium
- Iceland
How they compare
Iceland currently reports 99.2% against 95.6% in Belgium, a difference of 3.6%.
Across all 19 years both countries report, Iceland has been ahead every year.
Belgium ranks 65th and Iceland ranks 62nd of 94 countries.
Iceland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Belgium | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 98.4% | 100.0% | 1.6% | Iceland |
| 2000s | 98.3% | 100.0% | 1.7% | Iceland |
| 2010s | 96.7% | 99.5% | 2.8% | Iceland |
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, Belgium or Iceland?
- Iceland, at 99.2% against 95.6% in Belgium as of 2017.
- What is the difference in share of male students in post-secondary non-tertiary education between Belgium and Iceland?
- 3.6%, with Iceland ahead.
- How many years of comparable data are there for Belgium and Iceland?
- 19 years are reported by both, from 1999 to 2017.
- How do Belgium and Iceland rank globally for share of male students in post-secondary non-tertiary education?
- Belgium ranks 65th and Iceland ranks 62nd 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.