San Marino vs South Africa: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- San Marino
- South Africa
How they compare
San Marino currently reports 14.0% against 12.5% in South Africa, a difference of 1.5%.
That makes San Marino's figure about 1.1 times South Africa's.
The two have swapped places 1 time across 6 shared years of data; in 2000 it was South Africa ahead.
San Marino ranks 101st and South Africa ranks 104th of 155 countries.
San Marino has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | San Marino | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.2% | 11.3% | 21.9% | San Marino |
| 2010s | 49.2% | 9.8% | 39.4% | San Marino |
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, San Marino or South Africa?
- San Marino, at 14.0% against 12.5% in South Africa as of 2018.
- What is the difference in share of male students in upper secondary education enrolled in between San Marino and South Africa?
- 1.5%, with San Marino ahead.
- How many years of comparable data are there for San Marino and South Africa?
- 6 years are reported by both, from 2000 to 2012.
- How do San Marino and South Africa rank globally for share of male students in upper secondary education enrolled in?
- San Marino ranks 101st and South Africa ranks 104th 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.