Ireland vs Mali: Share of all students in upper secondary education enrolled in
Share of all students in upper secondary education enrolled in over time
- Ireland
- Mali
How they compare
Mali currently reports 37.1% against 35.7% in Ireland, a difference of 1.4%.
Across all 10 years both countries report, Mali has been ahead every year.
Ireland ranks 51st and Mali ranks 48th of 158 countries.
Mali has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | Mali | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.1% | 38.0% | 4.9% | Mali |
| 2010s | 28.4% | 40.0% | 11.6% | Mali |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of all students in upper secondary education enrolled in, Ireland or Mali?
- Mali, at 37.1% against 35.7% in Ireland as of 2018.
- What is the difference in share of all students in upper secondary education enrolled in between Ireland and Mali?
- 1.4%, with Mali ahead.
- How many years of comparable data are there for Ireland and Mali?
- 10 years are reported by both, from 2004 to 2018.
- How do Ireland and Mali rank globally for share of all students in upper secondary education enrolled in?
- Ireland ranks 51st and Mali ranks 48th of 158 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Share of all 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 students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of 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.