Myanmar vs Qatar: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Myanmar
- Qatar
How they compare
Qatar currently reports 2.5% against 1.2% in Myanmar, a difference of 1.3%.
That makes Qatar's figure about 2.2 times Myanmar's.
Across all 15 years both countries report, Qatar has been ahead every year.
Myanmar ranks 144th and Qatar ranks 141st of 155 countries.
Qatar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Myanmar | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.0% | 7.0% | 7.0% | Qatar |
| 2000s | 0.0% | 4.9% | 4.9% | Qatar |
| 2010s | 0.7% | 2.9% | 2.3% | Qatar |
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, Myanmar or Qatar?
- Qatar, at 2.5% against 1.2% in Myanmar as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between Myanmar and Qatar?
- 1.3%, with Qatar ahead.
- How many years of comparable data are there for Myanmar and Qatar?
- 15 years are reported by both, from 1999 to 2018.
- How do Myanmar and Qatar rank globally for share of male students in upper secondary education enrolled in?
- Myanmar ranks 144th and Qatar ranks 141st 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.