East Asia & Pacific vs Honduras: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- East Asia & Pacific
- Honduras
How they compare
Honduras currently reports 74.5% against 40.2% in East Asia & Pacific, a difference of 34.3%.
That makes Honduras's figure about 1.9 times East Asia & Pacific's.
Across all 5 years both countries report, Honduras has been ahead every year.
East Asia & Pacific ranks 9th and Honduras ranks 11th of 45 groups.
Honduras 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, East Asia & Pacific or Honduras?
- Honduras, at 74.5% against 40.2% in East Asia & Pacific as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between East Asia & Pacific and Honduras?
- 34.3%, with Honduras ahead.
- How many years of comparable data are there for East Asia & Pacific and Honduras?
- 5 years are reported by both, from 2013 to 2017.
- How do East Asia & Pacific and Honduras rank globally for share of male students in upper secondary education enrolled in?
- East Asia & Pacific ranks 9th and Honduras ranks 11th of 45 groups.
- 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.