China vs Kenya: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- China
- Kenya
How they compare
Kenya currently reports 50.8% against 44.4% in China, a difference of 6.4%.
That makes Kenya's figure about 1.1 times China's.
Across all 7 years both countries report, Kenya has been ahead every year.
China ranks 83rd and Kenya ranks 80th of 94 countries.
Kenya has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | China | Kenya | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 0.0% | — |
| 2000s | 0.0% | 67.3% | 67.3% | Kenya |
| 2010s | 22.9% | 67.2% | 44.3% | Kenya |
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, China or Kenya?
- Kenya, at 50.8% against 44.4% in China as of 2016.
- What is the difference in share of male students in post-secondary non-tertiary education between China and Kenya?
- 6.4%, with Kenya ahead.
- How many years of comparable data are there for China and Kenya?
- 7 years are reported by both, from 1999 to 2016.
- How do China and Kenya rank globally for share of male students in post-secondary non-tertiary education?
- China ranks 83rd and Kenya ranks 80th 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.