Eritrea vs Saint Lucia: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Eritrea
- Saint Lucia
How they compare
Saint Lucia currently reports 78.8% against 77.4% in Eritrea, a difference of 1.4%.
Across all 11 years both countries report, Eritrea has been ahead every year.
Eritrea ranks 71st and Saint Lucia ranks 70th of 94 countries.
Eritrea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eritrea | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 71.2% | 28.8% | Eritrea |
| 2010s | 96.8% | 66.1% | 30.6% | Eritrea |
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, Eritrea or Saint Lucia?
- Saint Lucia, at 78.8% against 77.4% in Eritrea as of 2018.
- What is the difference in share of male students in post-secondary non-tertiary education between Eritrea and Saint Lucia?
- 1.4%, with Saint Lucia ahead.
- How many years of comparable data are there for Eritrea and Saint Lucia?
- 11 years are reported by both, from 2001 to 2017.
- How do Eritrea and Saint Lucia rank globally for share of male students in post-secondary non-tertiary education?
- Eritrea ranks 71st and Saint Lucia ranks 70th 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.