Cambodia vs India: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Cambodia
- India
How they compare
Cambodia currently reports 6.7% against 5.6% in India, a difference of 1.1%.
That makes Cambodia's figure about 1.2 times India's.
Across all 9 years both countries report, Cambodia has been ahead every year.
Cambodia ranks 122nd and India ranks 125th of 155 countries.
Cambodia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cambodia | India | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7.7% | 2.7% | 5.0% | Cambodia |
| 2000s | 7.2% | 2.6% | 4.6% | Cambodia |
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, Cambodia or India?
- Cambodia, at 6.7% against 5.6% in India as of 2008.
- What is the difference in share of male students in upper secondary education enrolled in between Cambodia and India?
- 1.1%, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and India?
- 9 years are reported by both, from 1999 to 2008.
- How do Cambodia and India rank globally for share of male students in upper secondary education enrolled in?
- Cambodia ranks 122nd and India ranks 125th 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.