Albania vs Mongolia: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Albania
- Mongolia
How they compare
Mongolia currently reports 27.5% against 27.2% in Albania, a difference of 0.3%.
The two have swapped places 2 times across 10 shared years of data; in 1999 it was Mongolia ahead.
Albania ranks 70th and Mongolia ranks 69th of 155 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Albania | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 20.0% | 25.2% | 5.2% | Mongolia |
| 2000s | 20.4% | 24.2% | 3.8% | Mongolia |
| 2010s | 22.9% | 28.8% | 5.9% | Mongolia |
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 Mongolia?
- Mongolia, at 27.5% against 27.2% in Albania as of 2015.
- What is the difference in share of male students in upper secondary education enrolled in between Albania and Mongolia?
- 0.3%, with Mongolia ahead.
- How many years of comparable data are there for Albania and Mongolia?
- 10 years are reported by both, from 1999 to 2015.
- How do Albania and Mongolia rank globally for share of male students in upper secondary education enrolled in?
- Albania ranks 70th and Mongolia ranks 69th 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.