Algeria vs Timor-Leste: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Algeria
- Timor-Leste
How they compare
Algeria currently reports 10.9% against 10.8% in Timor-Leste, a difference of 0.1%.
Across all 6 years both countries report, Algeria has been ahead every year.
Algeria ranks 88th and Timor-Leste ranks 89th of 200 countries.
Algeria has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Algeria | Timor-Leste | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.7% | 3.6% | 9.1% | Algeria |
| 2010s | 11.0% | 6.4% | 4.6% | Algeria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of male students in secondary education enrolled in vocational, Algeria or Timor-Leste?
- Algeria, at 10.9% against 10.8% in Timor-Leste as of 2011.
- What is the difference in share of male students in secondary education enrolled in vocational between Algeria and Timor-Leste?
- 0.1%, with Algeria ahead.
- How many years of comparable data are there for Algeria and Timor-Leste?
- 6 years are reported by both, from 2004 to 2011.
- How do Algeria and Timor-Leste rank globally for share of male students in secondary education enrolled in vocational?
- Algeria ranks 88th and Timor-Leste ranks 89th of 200 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 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 secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the 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.