Burkina Faso vs Guinea: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Burkina Faso
- Guinea
How they compare
Guinea currently reports 9.0% against 9.0% in Burkina Faso, a difference of 0.0%.
Across all 7 years both countries report, Burkina Faso has been ahead every year.
Burkina Faso ranks 116th and Guinea ranks 115th of 155 countries.
Burkina Faso has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Burkina Faso | Guinea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.5% | 5.5% | 13.9% | Burkina Faso |
| 2010s | 13.4% | 10.8% | 2.7% | Burkina Faso |
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, Burkina Faso or Guinea?
- Guinea, at 9.0% against 9.0% in Burkina Faso as of 2014.
- What is the difference in share of male students in upper secondary education enrolled in between Burkina Faso and Guinea?
- 0.0%, with Guinea ahead.
- How many years of comparable data are there for Burkina Faso and Guinea?
- 7 years are reported by both, from 2003 to 2014.
- How do Burkina Faso and Guinea rank globally for share of male students in upper secondary education enrolled in?
- Burkina Faso ranks 116th and Guinea ranks 115th 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.