Algeria vs Bhutan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Algeria
- Bhutan
How they compare
Algeria currently reports 10.4% against 9.8% in Bhutan, a difference of 0.6%.
That makes Algeria's figure about 1.1 times Bhutan's.
The two have swapped places 3 times across 6 shared years of data; in 1999 it was Algeria ahead.
Algeria ranks 106th and Bhutan ranks 109th of 155 countries.
Algeria has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Algeria | Bhutan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 9.7% | 0.0% | 9.7% | Algeria |
| 2000s | 12.2% | 9.3% | 2.9% | Algeria |
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, Algeria or Bhutan?
- Algeria, at 10.4% against 9.8% in Bhutan as of 2011.
- What is the difference in share of male students in upper secondary education enrolled in between Algeria and Bhutan?
- 0.6%, with Algeria ahead.
- How many years of comparable data are there for Algeria and Bhutan?
- 6 years are reported by both, from 1999 to 2007.
- How do Algeria and Bhutan rank globally for share of male students in upper secondary education enrolled in?
- Algeria ranks 106th and Bhutan ranks 109th 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.