Guatemala vs Serbia: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Guatemala
- Serbia
How they compare
Guatemala currently reports 82.3% against 78.7% in Serbia, a difference of 3.6%.
The two have swapped places 2 times across 19 shared years of data; in 1999 it was Guatemala ahead.
Guatemala ranks 4th and Serbia ranks 5th of 155 countries.
Across the 3 decades both report, Guatemala averaged higher in 2 and Serbia in 1.
Head to head by decade
| Decade | Guatemala | Serbia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 88.3% | 81.4% | 6.9% | Guatemala |
| 2000s | 87.2% | 80.9% | 6.3% | Guatemala |
| 2010s | 78.9% | 79.4% | 0.5% | Serbia |
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, Guatemala or Serbia?
- Guatemala, at 82.3% against 78.7% in Serbia as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Guatemala and Serbia?
- 3.6%, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Serbia?
- 19 years are reported by both, from 1999 to 2018.
- How do Guatemala and Serbia rank globally for share of male students in upper secondary education enrolled in?
- Guatemala ranks 4th and Serbia ranks 5th 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.