Andorra vs Kyrgyzstan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Andorra
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 39.7% against 37.8% in Andorra, a difference of 1.9%.
That makes Kyrgyzstan's figure about 1.1 times Andorra's.
The two have swapped places 1 time across 16 shared years of data; in 2002 it was Andorra ahead.
Andorra ranks 51st and Kyrgyzstan ranks 48th of 155 countries.
Across the 2 decades both report, Andorra averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Andorra | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 29.2% | 22.3% | 7.0% | Andorra |
| 2010s | 32.3% | 37.9% | 5.6% | Kyrgyzstan |
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, Andorra or Kyrgyzstan?
- Kyrgyzstan, at 39.7% against 37.8% in Andorra as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Andorra and Kyrgyzstan?
- 1.9%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Andorra and Kyrgyzstan?
- 16 years are reported by both, from 2002 to 2018.
- How do Andorra and Kyrgyzstan rank globally for share of male students in upper secondary education enrolled in?
- Andorra ranks 51st and Kyrgyzstan ranks 48th 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.