Estonia vs IDA blend: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Estonia
- IDA blend
How they compare
Estonia currently reports 48.3% against 11.2% in IDA blend, a difference of 37.1%.
That makes Estonia's figure about 4.3 times IDA blend's.
Across all 17 years both countries report, Estonia has been ahead every year.
Estonia ranks 35th and IDA blend ranks 38th of 155 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 42.1% | 13.1% | 29.0% | Estonia |
| 2010s | 45.3% | 13.0% | 32.3% | Estonia |
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, Estonia or IDA blend?
- Estonia, at 48.3% against 11.2% in IDA blend as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Estonia and IDA blend?
- 37.1%, with Estonia ahead.
- How many years of comparable data are there for Estonia and IDA blend?
- 17 years are reported by both, from 2001 to 2017.
- How do Estonia and IDA blend rank globally for share of male students in upper secondary education enrolled in?
- Estonia ranks 35th and IDA blend ranks 38th 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.