Armenia vs Belize: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Armenia
- Belize
How they compare
Armenia currently reports 9.3% against 8.7% in Belize, a difference of 0.6%.
That makes Armenia's figure about 1.1 times Belize's.
The two have swapped places 1 time across 9 shared years of data; in 2007 it was Belize ahead.
Armenia ranks 97th and Belize ranks 99th of 200 countries.
Armenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Belize | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4.5% | 4.4% | 0.1% | Armenia |
| 2010s | 9.9% | 5.1% | 4.8% | Armenia |
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, Armenia or Belize?
- Armenia, at 9.3% against 8.7% in Belize as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Armenia and Belize?
- 0.6%, with Armenia ahead.
- How many years of comparable data are there for Armenia and Belize?
- 9 years are reported by both, from 2007 to 2018.
- How do Armenia and Belize rank globally for share of male students in secondary education enrolled in vocational?
- Armenia ranks 97th and Belize ranks 99th 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.