Ireland vs Tunisia: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Ireland
- Tunisia
How they compare
Tunisia currently reports 13.7% against 13.4% in Ireland, a difference of 0.3%.
Across all 7 years both countries report, Ireland has been ahead every year.
Ireland ranks 103rd and Tunisia ranks 102nd of 155 countries.
Ireland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 31.5% | 12.1% | 19.4% | Ireland |
| 2010s | 32.7% | 14.8% | 17.9% | Ireland |
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 Tunisia?
- Tunisia, at 13.7% against 13.4% in Ireland as of 2016.
- What is the difference in share of male students in upper secondary education enrolled in between Ireland and Tunisia?
- 0.3%, with Tunisia ahead.
- How many years of comparable data are there for Ireland and Tunisia?
- 7 years are reported by both, from 2004 to 2011.
- How do Ireland and Tunisia rank globally for share of male students in upper secondary education enrolled in?
- Ireland ranks 103rd and Tunisia ranks 102nd 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.