Monaco vs Norway: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Monaco
- Norway
How they compare
Monaco currently reports 100.0% against 100.0% in Norway, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 2008 it was Monaco ahead.
Monaco ranks 1st and Norway ranks 1st of 94 countries.
Norway has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Monaco | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 74.0% | 76.4% | 2.4% | Norway |
| 2010s | 57.6% | 95.1% | 37.5% | Norway |
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, Monaco or Norway?
- Monaco, at 100.0% against 100.0% in Norway as of 2019.
- What is the difference in share of male students in post-secondary non-tertiary education between Monaco and Norway?
- 0.0%, with Monaco ahead.
- How many years of comparable data are there for Monaco and Norway?
- 5 years are reported by both, from 2008 to 2014.
- How do Monaco and Norway rank globally for share of male students in post-secondary non-tertiary education?
- Monaco ranks 1st and Norway ranks 1st 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.