Armenia vs Costa Rica: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Armenia
- Costa Rica
How they compare
Armenia currently reports 32.0% against 30.5% in Costa Rica, a difference of 1.5%.
The two have swapped places 3 times across 10 shared years of data; in 2000 it was Costa Rica ahead.
Armenia ranks 62nd and Costa Rica ranks 65th of 155 countries.
Across the 2 decades both report, Armenia averaged higher in 1 and Costa Rica in 1.
Head to head by decade
| Decade | Armenia | Costa Rica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13.7% | 19.7% | 6.0% | Costa Rica |
| 2010s | 27.3% | 25.9% | 1.4% | Armenia |
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, Armenia or Costa Rica?
- Armenia, at 32.0% against 30.5% in Costa Rica as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Armenia and Costa Rica?
- 1.5%, with Armenia ahead.
- How many years of comparable data are there for Armenia and Costa Rica?
- 10 years are reported by both, from 2000 to 2018.
- How do Armenia and Costa Rica rank globally for share of male students in upper secondary education enrolled in?
- Armenia ranks 62nd and Costa Rica ranks 65th 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.