Costa Rica vs Malta: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Costa Rica
- Malta
How they compare
Malta currently reports 30.8% against 30.5% in Costa Rica, a difference of 0.3%.
The two have swapped places 2 times across 18 shared years of data; in 1998 it was Costa Rica ahead.
Costa Rica ranks 65th and Malta ranks 63rd of 155 countries.
Across the 3 decades both report, Costa Rica averaged higher in 1 and Malta in 2.
Head to head by decade
| Decade | Costa Rica | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 24.6% | 26.1% | 1.4% | Malta |
| 2000s | 22.5% | 53.3% | 30.8% | Malta |
| 2010s | 26.2% | 25.0% | 1.2% | Costa Rica |
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, Costa Rica or Malta?
- Malta, at 30.8% against 30.5% in Costa Rica as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Costa Rica and Malta?
- 0.3%, with Malta ahead.
- How many years of comparable data are there for Costa Rica and Malta?
- 18 years are reported by both, from 1998 to 2017.
- How do Costa Rica and Malta rank globally for share of male students in upper secondary education enrolled in?
- Costa Rica ranks 65th and Malta ranks 63rd 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.