Bangladesh vs Sao Tome and Principe: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Bangladesh
- Sao Tome and Principe
How they compare
Sao Tome and Principe currently reports 15.0% against 14.8% in Bangladesh, a difference of 0.2%.
The two have swapped places 3 times across 12 shared years of data; in 2003 it was Bangladesh ahead.
Bangladesh ranks 100th and Sao Tome and Principe ranks 97th of 155 countries.
Sao Tome and Principe has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bangladesh | Sao Tome and Principe | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7.1% | 7.5% | 0.4% | Sao Tome and Principe |
| 2010s | 11.3% | 20.3% | 9.0% | Sao Tome and Principe |
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, Bangladesh or Sao Tome and Principe?
- Sao Tome and Principe, at 15.0% against 14.8% in Bangladesh as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Bangladesh and Sao Tome and Principe?
- 0.2%, with Sao Tome and Principe ahead.
- How many years of comparable data are there for Bangladesh and Sao Tome and Principe?
- 12 years are reported by both, from 2003 to 2017.
- How do Bangladesh and Sao Tome and Principe rank globally for share of male students in upper secondary education enrolled in?
- Bangladesh ranks 100th and Sao Tome and Principe ranks 97th 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.