Serbia vs Uzbekistan: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Serbia
- Uzbekistan
How they compare
Uzbekistan currently reports 92.4% against 78.7% in Serbia, a difference of 13.7%.
That makes Uzbekistan's figure about 1.2 times Serbia's.
The two have swapped places 1 time across 12 shared years of data; in 1999 it was Serbia ahead.
Serbia ranks 5th and Uzbekistan ranks 2nd of 155 countries.
Across the 3 decades both report, Serbia averaged higher in 2 and Uzbekistan in 1.
Head to head by decade
| Decade | Serbia | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 81.4% | 38.7% | 42.6% | Serbia |
| 2000s | 81.1% | 51.5% | 29.6% | Serbia |
| 2010s | 79.2% | 92.2% | 13.0% | Uzbekistan |
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, Serbia or Uzbekistan?
- Uzbekistan, at 92.4% against 78.7% in Serbia as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Serbia and Uzbekistan?
- 13.7%, with Uzbekistan ahead.
- How many years of comparable data are there for Serbia and Uzbekistan?
- 12 years are reported by both, from 1999 to 2017.
- How do Serbia and Uzbekistan rank globally for share of male students in upper secondary education enrolled in?
- Serbia ranks 5th and Uzbekistan ranks 2nd 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.