France vs Kazakhstan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- France
- Kazakhstan
How they compare
Kazakhstan currently reports 46.7% against 45.0% in France, a difference of 1.7%.
Across all 12 years both countries report, France has been ahead every year.
France ranks 40th and Kazakhstan ranks 37th of 155 countries.
France has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 62.5% | 24.1% | 38.4% | France |
| 2000s | 55.9% | 25.3% | 30.6% | France |
| 2010s | 47.7% | 40.5% | 7.2% | France |
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, France or Kazakhstan?
- Kazakhstan, at 46.7% against 45.0% in France as of 2019.
- What is the difference in share of male students in upper secondary education enrolled in between France and Kazakhstan?
- 1.7%, with Kazakhstan ahead.
- How many years of comparable data are there for France and Kazakhstan?
- 12 years are reported by both, from 1998 to 2017.
- How do France and Kazakhstan rank globally for share of male students in upper secondary education enrolled in?
- France ranks 40th and Kazakhstan ranks 37th 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.