Switzerland vs Tonga: Share of male students in post-secondary non-tertiary education
Share of male students in post-secondary non-tertiary education over time
- Switzerland
- Tonga
How they compare
Tonga currently reports 87.6% against 77.2% in Switzerland, a difference of 10.4%.
That makes Tonga's figure about 1.1 times Switzerland's.
The two have swapped places 1 time across 5 shared years of data; in 2002 it was Switzerland ahead.
Switzerland ranks 72nd and Tonga ranks 69th of 94 countries.
Across the 2 decades both report, Switzerland averaged higher in 1 and Tonga in 1.
Head to head by decade
| Decade | Switzerland | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 58.9% | 0.0% | 58.9% | Switzerland |
| 2010s | 83.3% | 87.6% | 4.4% | Tonga |
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, Switzerland or Tonga?
- Tonga, at 87.6% against 77.2% in Switzerland as of 2015.
- What is the difference in share of male students in post-secondary non-tertiary education between Switzerland and Tonga?
- 10.4%, with Tonga ahead.
- How many years of comparable data are there for Switzerland and Tonga?
- 5 years are reported by both, from 2002 to 2015.
- How do Switzerland and Tonga rank globally for share of male students in post-secondary non-tertiary education?
- Switzerland ranks 72nd and Tonga ranks 69th 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.