Cameroon vs Malaysia: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Cameroon
- Malaysia
How they compare
Cameroon currently reports 26.5% against 26.4% in Malaysia, a difference of 0.1%.
The two have swapped places 2 times across 12 shared years of data; in 2003 it was Cameroon ahead.
Cameroon ranks 73rd and Malaysia ranks 74th of 155 countries.
Cameroon has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cameroon | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.2% | 17.8% | 1.4% | Cameroon |
| 2010s | 25.5% | 23.8% | 1.8% | Cameroon |
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, Cameroon or Malaysia?
- Cameroon, at 26.5% against 26.4% in Malaysia as of 2016.
- What is the difference in share of male students in upper secondary education enrolled in between Cameroon and Malaysia?
- 0.1%, with Cameroon ahead.
- How many years of comparable data are there for Cameroon and Malaysia?
- 12 years are reported by both, from 2003 to 2016.
- How do Cameroon and Malaysia rank globally for share of male students in upper secondary education enrolled in?
- Cameroon ranks 73rd and Malaysia ranks 74th 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.