Belarus vs IDA only: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Belarus
- IDA only
How they compare
Belarus currently reports 49.4% against 15.4% in IDA only, a difference of 34.0%.
That makes Belarus's figure about 3.2 times IDA only's.
Across all 9 years both countries report, Belarus has been ahead every year.
Belarus ranks 34th and IDA only ranks 31st of 155 countries.
Belarus has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in upper secondary education enrolled in, Belarus or IDA only?
- Belarus, at 49.4% against 15.4% in IDA only as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Belarus and IDA only?
- 34.0%, with Belarus ahead.
- How many years of comparable data are there for Belarus and IDA only?
- 9 years are reported by both, from 2010 to 2018.
- How do Belarus and IDA only rank globally for share of male students in upper secondary education enrolled in?
- Belarus ranks 34th and IDA only ranks 31st 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.