Iceland vs Mali: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Iceland
- Mali
How they compare
Iceland currently reports 37.2% against 37.0% in Mali, a difference of 0.2%.
The two have swapped places 1 time across 16 shared years of data; in 1999 it was Iceland ahead.
Iceland ranks 52nd and Mali ranks 53rd of 155 countries.
Across the 3 decades both report, Iceland averaged higher in 2 and Mali in 1.
Head to head by decade
| Decade | Iceland | Mali | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 42.0% | 33.0% | 9.1% | Iceland |
| 2000s | 42.3% | 33.7% | 8.5% | Iceland |
| 2010s | 38.2% | 39.3% | 1.2% | Mali |
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, Iceland or Mali?
- Iceland, at 37.2% against 37.0% in Mali as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Iceland and Mali?
- 0.2%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Mali?
- 16 years are reported by both, from 1999 to 2017.
- How do Iceland and Mali rank globally for share of male students in upper secondary education enrolled in?
- Iceland ranks 52nd and Mali ranks 53rd 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.