Jamaica 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
- Jamaica
- Tanzania, United Republic of
How they compare
Tanzania, United Republic of currently reports 97.2% against 92.4% in Jamaica, a difference of 4.8%.
That makes Tanzania, United Republic of's figure about 1.1 times Jamaica's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Jamaica ahead.
Jamaica ranks 66th and Tanzania, United Republic of ranks 64th of 94 countries.
Jamaica 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, Jamaica or Tanzania, United Republic of?
- Tanzania, United Republic of, at 97.2% against 92.4% in Jamaica as of 2018.
- What is the difference in share of male students in post-secondary non-tertiary education between Jamaica and Tanzania, United Republic of?
- 4.8%, with Tanzania, United Republic of ahead.
- How many years of comparable data are there for Jamaica and Tanzania, United Republic of?
- 5 years are reported by both, from 2013 to 2018.
- How do Jamaica and Tanzania, United Republic of rank globally for share of male students in post-secondary non-tertiary education?
- Jamaica ranks 66th 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.