Albania vs New Zealand: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Albania
- New Zealand
How they compare
Albania currently reports 27.2% against 26.9% in New Zealand, a difference of 0.3%.
Across all 9 years both countries report, New Zealand has been ahead every year.
Albania ranks 70th and New Zealand ranks 71st of 155 countries.
New Zealand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Albania | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.6% | 40.8% | 20.3% | New Zealand |
| 2010s | 22.4% | 30.0% | 7.6% | New Zealand |
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 New Zealand?
- Albania, at 27.2% against 26.9% in New Zealand as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Albania and New Zealand?
- 0.3%, with Albania ahead.
- How many years of comparable data are there for Albania and New Zealand?
- 9 years are reported by both, from 2009 to 2017.
- How do Albania and New Zealand rank globally for share of male students in upper secondary education enrolled in?
- Albania ranks 70th and New Zealand ranks 71st 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.