Lithuania vs Sweden: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Lithuania
- Sweden
How they compare
Sweden currently reports 33.7% against 33.4% in Lithuania, a difference of 0.3%.
The two have swapped places 2 times across 20 shared years of data; in 1998 it was Sweden ahead.
Lithuania ranks 60th and Sweden ranks 59th of 155 countries.
Across the 3 decades both report, Lithuania averaged higher in 1 and Sweden in 2.
Head to head by decade
| Decade | Lithuania | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 47.4% | 46.8% | 0.6% | Lithuania |
| 2000s | 36.5% | 57.7% | 21.2% | Sweden |
| 2010s | 35.1% | 48.7% | 13.5% | Sweden |
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, Lithuania or Sweden?
- Sweden, at 33.7% against 33.4% in Lithuania as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Lithuania and Sweden?
- 0.3%, with Sweden ahead.
- How many years of comparable data are there for Lithuania and Sweden?
- 20 years are reported by both, from 1998 to 2017.
- How do Lithuania and Sweden rank globally for share of male students in upper secondary education enrolled in?
- Lithuania ranks 60th and Sweden ranks 59th 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.