Albania vs Chile: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Albania
- Chile
How they compare
Chile currently reports 29.4% against 27.2% in Albania, a difference of 2.2%.
That makes Chile's figure about 1.1 times Albania's.
Across all 15 years both countries report, Chile has been ahead every year.
Albania ranks 70th and Chile ranks 67th of 155 countries.
Chile has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Albania | Chile | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 20.0% | 49.1% | 29.1% | Chile |
| 2000s | 20.6% | 41.5% | 21.0% | Chile |
| 2010s | 22.4% | 33.5% | 11.0% | Chile |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of male students in upper secondary education enrolled in, Albania or Chile?
- Chile, at 29.4% against 27.2% in Albania as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Albania and Chile?
- 2.2%, with Chile ahead.
- How many years of comparable data are there for Albania and Chile?
- 15 years are reported by both, from 1999 to 2017.
- How do Albania and Chile rank globally for share of male students in upper secondary education enrolled in?
- Albania ranks 70th and Chile ranks 67th of 155 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 upper secondary 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 upper secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the upper secondary 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.