Panama vs Turkey: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Panama
- Turkey
How they compare
Panama currently reports 49.7% against 47.8% in Turkey, a difference of 1.9%.
The two have swapped places 2 times across 14 shared years of data; in 1999 it was Panama ahead.
Panama ranks 33rd and Turkey ranks 36th of 155 countries.
Across the 3 decades both report, Panama averaged higher in 2 and Turkey in 1.
Head to head by decade
| Decade | Panama | Turkey | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 60.0% | 53.3% | 6.7% | Panama |
| 2000s | 53.0% | 45.4% | 7.5% | Panama |
| 2010s | 46.9% | 48.3% | 1.4% | Turkey |
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, Panama or Turkey?
- Panama, at 49.7% against 47.8% in Turkey as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Panama and Turkey?
- 1.9%, with Panama ahead.
- How many years of comparable data are there for Panama and Turkey?
- 14 years are reported by both, from 1999 to 2017.
- How do Panama and Turkey rank globally for share of male students in upper secondary education enrolled in?
- Panama ranks 33rd and Turkey ranks 36th 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.