Burundi vs Monaco: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Burundi
- Monaco
How they compare
Burundi currently reports 24.1% against 23.0% in Monaco, a difference of 1.1%.
The two have swapped places 3 times across 12 shared years of data; in 2000 it was Monaco ahead.
Burundi ranks 83rd and Monaco ranks 84th of 155 countries.
Monaco has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Burundi | Monaco | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.6% | 41.7% | 21.1% | Monaco |
| 2010s | 23.1% | 31.1% | 8.0% | Monaco |
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, Burundi or Monaco?
- Burundi, at 24.1% against 23.0% in Monaco as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Burundi and Monaco?
- 1.1%, with Burundi ahead.
- How many years of comparable data are there for Burundi and Monaco?
- 12 years are reported by both, from 2000 to 2018.
- How do Burundi and Monaco rank globally for share of male students in upper secondary education enrolled in?
- Burundi ranks 83rd and Monaco ranks 84th 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.