Ireland vs San Marino: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Ireland
- San Marino
How they compare
San Marino currently reports 14.0% against 13.4% in Ireland, a difference of 0.6%.
Across all 5 years both countries report, San Marino has been ahead every year.
Ireland ranks 103rd and San Marino ranks 101st of 155 countries.
San Marino has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | San Marino | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 31.5% | 49.9% | 18.4% | San Marino |
| 2010s | 32.0% | 49.2% | 17.2% | San Marino |
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, Ireland or San Marino?
- San Marino, at 14.0% against 13.4% in Ireland as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Ireland and San Marino?
- 0.6%, with San Marino ahead.
- How many years of comparable data are there for Ireland and San Marino?
- 5 years are reported by both, from 2008 to 2012.
- How do Ireland and San Marino rank globally for share of male students in upper secondary education enrolled in?
- Ireland ranks 103rd and San Marino ranks 101st 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.