Belgium vs Tanzania, United Republic of: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Belgium
- Tanzania, United Republic of
How they compare
Tanzania, United Republic of currently reports 97.2% against 95.6% in Belgium, a difference of 1.6%.
Across all 5 years both countries report, Belgium has been ahead every year.
Belgium ranks 65th and Tanzania, United Republic of ranks 64th of 94 countries.
Belgium has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in post-secondary non-tertiary education, Belgium or Tanzania, United Republic of?
- Tanzania, United Republic of, at 97.2% against 95.6% in Belgium as of 2018.
- What is the difference in share of male students in post-secondary non-tertiary education between Belgium and Tanzania, United Republic of?
- 1.6%, with Tanzania, United Republic of ahead.
- How many years of comparable data are there for Belgium and Tanzania, United Republic of?
- 5 years are reported by both, from 2012 to 2016.
- How do Belgium and Tanzania, United Republic of rank globally for share of male students in post-secondary non-tertiary education?
- Belgium ranks 65th and Tanzania, United Republic of ranks 64th 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.
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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.