Niger vs Tonga: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Niger
- Tonga
How they compare
Niger currently reports 25.1% against 24.5% in Tonga, a difference of 0.6%.
The two have swapped places 2 times across 5 shared years of data; in 1998 it was Niger ahead.
Niger ranks 80th and Tonga ranks 82nd of 155 countries.
Across the 3 decades both report, Niger averaged higher in 2 and Tonga in 1.
Head to head by decade
| Decade | Niger | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 16.5% | 14.4% | 2.1% | Niger |
| 2000s | 23.4% | 18.9% | 4.4% | Niger |
| 2010s | 26.4% | 30.3% | 3.8% | Tonga |
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, Niger or Tonga?
- Niger, at 25.1% against 24.5% in Tonga as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Niger and Tonga?
- 0.6%, with Niger ahead.
- How many years of comparable data are there for Niger and Tonga?
- 5 years are reported by both, from 1998 to 2015.
- How do Niger and Tonga rank globally for share of male students in upper secondary education enrolled in?
- Niger ranks 80th and Tonga ranks 82nd 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.