China vs South Asia: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- China
- South Asia
How they compare
China currently reports 43.8% against 6.6% in South Asia, a difference of 37.2%.
That makes China's figure about 6.7 times South Asia's.
Across all 14 years both countries report, China has been ahead every year.
China ranks 43rd and South Asia ranks 40th of 155 countries.
China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | China | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 39.4% | 3.7% | 35.7% | China |
| 2010s | 45.5% | 5.2% | 40.3% | China |
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, China or South Asia?
- China, at 43.8% against 6.6% in South Asia as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between China and South Asia?
- 37.2%, with China ahead.
- How many years of comparable data are there for China and South Asia?
- 14 years are reported by both, from 2003 to 2018.
- How do China and South Asia rank globally for share of male students in upper secondary education enrolled in?
- China ranks 43rd and South Asia ranks 40th 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.