Democratic Republic of Congo vs Greece: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Democratic Republic of Congo
- Greece
How they compare
Greece currently reports 35.8% against 34.4% in Democratic Republic of Congo, a difference of 1.4%.
Across all 5 years both countries report, Greece has been ahead every year.
Democratic Republic of Congo ranks 58th and Greece ranks 55th of 155 countries.
Greece has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in upper secondary education enrolled in, Democratic Republic of Congo or Greece?
- Greece, at 35.8% against 34.4% in Democratic Republic of Congo as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Democratic Republic of Congo and Greece?
- 1.4%, with Greece ahead.
- How many years of comparable data are there for Democratic Republic of Congo and Greece?
- 5 years are reported by both, from 2010 to 2015.
- How do Democratic Republic of Congo and Greece rank globally for share of male students in upper secondary education enrolled in?
- Democratic Republic of Congo ranks 58th and Greece ranks 55th 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.
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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.