Slovenia vs Upper middle income: Share of male students in upper secondary education enrolled in
Share of male students in upper secondary education enrolled in over time
- Slovenia
- Upper middle income
How they compare
Slovenia currently reports 77.2% against 35.6% in Upper middle income, a difference of 41.6%.
That makes Slovenia's figure about 2.2 times Upper middle income's.
Across all 20 years both countries report, Slovenia has been ahead every year.
Slovenia ranks 7th and Upper middle income ranks 10th of 155 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Slovenia | Upper middle income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 79.8% | 38.5% | 41.4% | Slovenia |
| 2000s | 71.6% | 32.4% | 39.2% | Slovenia |
| 2010s | 72.3% | 36.7% | 35.6% | Slovenia |
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, Slovenia or Upper middle income?
- Slovenia, at 77.2% against 35.6% in Upper middle income as of 2017.
- What is the difference in share of male students in upper secondary education enrolled in between Slovenia and Upper middle income?
- 41.6%, with Slovenia ahead.
- How many years of comparable data are there for Slovenia and Upper middle income?
- 20 years are reported by both, from 1998 to 2017.
- How do Slovenia and Upper middle income rank globally for share of male students in upper secondary education enrolled in?
- Slovenia ranks 7th and Upper middle income ranks 10th 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.