Fiji vs Hong Kong, China: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Fiji
- Hong Kong, China
How they compare
Hong Kong, China currently reports 6.6% against 6.5% in Fiji, a difference of 0.1%.
Across all 10 years both countries report, Fiji has been ahead every year.
Fiji ranks 124th and Hong Kong, China ranks 123rd of 155 countries.
Fiji has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Fiji | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 11.8% | 7.2% | 4.5% | Fiji |
| 2010s | 7.6% | 3.6% | 3.9% | Fiji |
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, Fiji or Hong Kong, China?
- Hong Kong, China, at 6.6% against 6.5% in Fiji as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Fiji and Hong Kong, China?
- 0.1%, with Hong Kong, China ahead.
- How many years of comparable data are there for Fiji and Hong Kong, China?
- 10 years are reported by both, from 2001 to 2012.
- How do Fiji and Hong Kong, China rank globally for share of male students in upper secondary education enrolled in?
- Fiji ranks 124th and Hong Kong, China ranks 123rd 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.