Gibraltar vs Slovenia: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Gibraltar
- Slovenia
How they compare
Gibraltar currently reports 40.6% against 32.9% in Slovenia, a difference of 7.7%.
That makes Gibraltar's figure about 1.2 times Slovenia's.
The two have swapped places 1 time across 5 shared years of data; in 1999 it was Slovenia ahead.
Gibraltar ranks 84th and Slovenia ranks 86th of 94 countries.
Slovenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Gibraltar | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37.7% | 100.0% | 62.3% | Slovenia |
| 2000s | 35.5% | 41.8% | 6.3% | Slovenia |
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, Gibraltar or Slovenia?
- Gibraltar, at 40.6% against 32.9% in Slovenia as of 2009.
- What is the difference in share of male students in post-secondary non-tertiary education between Gibraltar and Slovenia?
- 7.7%, with Gibraltar ahead.
- How many years of comparable data are there for Gibraltar and Slovenia?
- 5 years are reported by both, from 1999 to 2009.
- How do Gibraltar and Slovenia rank globally for share of male students in post-secondary non-tertiary education?
- Gibraltar ranks 84th and Slovenia ranks 86th 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.