Iceland vs Mexico: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Iceland
- Mexico
How they compare
Iceland currently reports 37.2% against 36.6% in Mexico, a difference of 0.6%.
The two have swapped places 2 times across 20 shared years of data; in 1998 it was Iceland ahead.
Iceland ranks 52nd and Mexico ranks 54th of 155 countries.
Iceland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Iceland | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 42.6% | 13.4% | 29.3% | Iceland |
| 2000s | 42.9% | 10.9% | 32.0% | Iceland |
| 2010s | 38.4% | 28.1% | 10.2% | Iceland |
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 Mexico?
- Iceland, at 37.2% against 36.6% in Mexico as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Iceland and Mexico?
- 0.6%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Mexico?
- 20 years are reported by both, from 1998 to 2017.
- How do Iceland and Mexico rank globally for share of male students in upper secondary education enrolled in?
- Iceland ranks 52nd and Mexico ranks 54th 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.