Egypt vs Malta: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Egypt
- Malta
How they compare
Egypt currently reports 22.3% against 0.0% in Malta, a difference of 22.3%.
The two have swapped places 1 time across 11 shared years of data; in 2001 it was Egypt ahead.
Egypt ranks 89th and Malta ranks 91st of 94 countries.
Across the 2 decades both report, Egypt averaged higher in 1 and Malta in 1.
Head to head by decade
| Decade | Egypt | Malta | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 94.4% | 5.6% | Egypt |
| 2010s | 74.1% | 96.5% | 22.4% | Malta |
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, Egypt or Malta?
- Egypt, at 22.3% against 0.0% in Malta as of 2014.
- What is the difference in share of male students in post-secondary non-tertiary education between Egypt and Malta?
- 22.3%, with Egypt ahead.
- How many years of comparable data are there for Egypt and Malta?
- 11 years are reported by both, from 2001 to 2014.
- How do Egypt and Malta rank globally for share of male students in post-secondary non-tertiary education?
- Egypt ranks 89th and Malta ranks 91st 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.