Finland vs OECD members: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Finland
- OECD members
How they compare
Finland currently reports 74.5% against 34.6% in OECD members, a difference of 39.9%.
That makes Finland's figure about 2.2 times OECD members's.
Across all 20 years both countries report, Finland has been ahead every year.
Finland ranks 10th and OECD members ranks 11th of 155 countries.
Finland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Finland | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 57.5% | 37.1% | 20.4% | Finland |
| 2000s | 60.5% | 33.4% | 27.1% | Finland |
| 2010s | 69.3% | 33.8% | 35.5% | Finland |
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, Finland or OECD members?
- Finland, at 74.5% against 34.6% in OECD members as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Finland and OECD members?
- 39.9%, with Finland ahead.
- How many years of comparable data are there for Finland and OECD members?
- 20 years are reported by both, from 1998 to 2017.
- How do Finland and OECD members rank globally for share of male students in upper secondary education enrolled in?
- Finland ranks 10th and OECD members ranks 11th 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.