Madagascar vs Tajikistan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Madagascar
- Tajikistan
How they compare
Tajikistan currently reports 10.0% against 9.9% in Madagascar, a difference of 0.1%.
The two have swapped places 2 times across 7 shared years of data; in 2005 it was Madagascar ahead.
Madagascar ranks 108th and Tajikistan ranks 107th of 155 countries.
Madagascar has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Madagascar | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.1% | 14.0% | 4.1% | Madagascar |
| 2010s | 10.7% | 10.5% | 0.2% | Madagascar |
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, Madagascar or Tajikistan?
- Tajikistan, at 10.0% against 9.9% in Madagascar as of 2013.
- What is the difference in share of male students in upper secondary education enrolled in between Madagascar and Tajikistan?
- 0.1%, with Tajikistan ahead.
- How many years of comparable data are there for Madagascar and Tajikistan?
- 7 years are reported by both, from 2005 to 2012.
- How do Madagascar and Tajikistan rank globally for share of male students in upper secondary education enrolled in?
- Madagascar ranks 108th and Tajikistan ranks 107th 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.