Honduras vs Switzerland: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Honduras
- Switzerland
How they compare
Honduras currently reports 74.5% against 70.6% in Switzerland, a difference of 3.9%.
That makes Honduras's figure about 1.1 times Switzerland's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Switzerland ahead.
Honduras ranks 11th and Switzerland ranks 14th of 155 countries.
Switzerland has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in upper secondary education enrolled in, Honduras or Switzerland?
- Honduras, at 74.5% against 70.6% in Switzerland as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Honduras and Switzerland?
- 3.9%, with Honduras ahead.
- How many years of comparable data are there for Honduras and Switzerland?
- 5 years are reported by both, from 2013 to 2017.
- How do Honduras and Switzerland rank globally for share of male students in upper secondary education enrolled in?
- Honduras ranks 11th and Switzerland ranks 14th 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.