IDA blend vs Kazakhstan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- IDA blend
- Kazakhstan
How they compare
Kazakhstan currently reports 46.7% against 11.2% in IDA blend, a difference of 35.5%.
That makes Kazakhstan's figure about 4.2 times IDA blend's.
Across all 10 years both countries report, Kazakhstan has been ahead every year.
IDA blend ranks 38th and Kazakhstan ranks 37th of 43 groups.
Kazakhstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.4% | 35.8% | 21.4% | Kazakhstan |
| 2010s | 12.8% | 41.0% | 28.2% | Kazakhstan |
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, IDA blend or Kazakhstan?
- Kazakhstan, at 46.7% against 11.2% in IDA blend as of 2019.
- What is the difference in share of male students in upper secondary education enrolled in between IDA blend and Kazakhstan?
- 35.5%, with Kazakhstan ahead.
- How many years of comparable data are there for IDA blend and Kazakhstan?
- 10 years are reported by both, from 2006 to 2018.
- How do IDA blend and Kazakhstan rank globally for share of male students in upper secondary education enrolled in?
- IDA blend ranks 38th and Kazakhstan ranks 37th of 43 groups.
- 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.