Malaysia vs East Timor: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Malaysia
- East Timor
How they compare
Malaysia currently reports 26.4% against 25.7% in East Timor, a difference of 0.7%.
Across all 10 years both countries report, Malaysia has been ahead every year.
Malaysia ranks 74th and East Timor ranks 77th of 155 countries.
Malaysia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Malaysia | East Timor | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.7% | 6.1% | 12.7% | Malaysia |
| 2010s | 24.2% | 17.3% | 6.9% | Malaysia |
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, Malaysia or East Timor?
- Malaysia, at 26.4% against 25.7% in East Timor as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Malaysia and East Timor?
- 0.7%, with Malaysia ahead.
- How many years of comparable data are there for Malaysia and East Timor?
- 10 years are reported by both, from 2008 to 2018.
- How do Malaysia and East Timor rank globally for share of male students in upper secondary education enrolled in?
- Malaysia ranks 74th and East Timor ranks 77th 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.