Aruba vs Morocco: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Aruba
- Morocco
How they compare
Aruba currently reports 21.1% against 19.2% in Morocco, a difference of 1.9%.
That makes Aruba's figure about 1.1 times Morocco's.
Across all 14 years both countries report, Aruba has been ahead every year.
Aruba ranks 88th and Morocco ranks 90th of 155 countries.
Aruba has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Aruba | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 41.7% | 16.1% | 25.6% | Aruba |
| 2000s | 34.8% | 14.4% | 20.4% | Aruba |
| 2010s | 25.9% | 13.8% | 12.1% | Aruba |
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, Aruba or Morocco?
- Aruba, at 21.1% against 19.2% in Morocco as of 2012.
- What is the difference in share of male students in upper secondary education enrolled in between Aruba and Morocco?
- 1.9%, with Aruba ahead.
- How many years of comparable data are there for Aruba and Morocco?
- 14 years are reported by both, from 1999 to 2012.
- How do Aruba and Morocco rank globally for share of male students in upper secondary education enrolled in?
- Aruba ranks 88th and Morocco ranks 90th 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.