Armenia vs Kyrgyzstan: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Armenia
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 9.4% against 9.3% in Armenia, a difference of 0.1%.
The two have swapped places 2 times across 9 shared years of data; in 2000 it was Kyrgyzstan ahead.
Armenia ranks 97th and Kyrgyzstan ranks 96th of 200 countries.
Across the 2 decades both report, Armenia averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Armenia | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.8% | 5.3% | 1.5% | Kyrgyzstan |
| 2010s | 9.9% | 9.7% | 0.1% | 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 Kyrgyzstan?
- Kyrgyzstan, at 9.4% against 9.3% in Armenia as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Armenia and Kyrgyzstan?
- 0.1%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Armenia and Kyrgyzstan?
- 9 years are reported by both, from 2000 to 2018.
- How do Armenia and Kyrgyzstan rank globally for share of male students in secondary education enrolled in vocational?
- Armenia ranks 97th and Kyrgyzstan ranks 96th 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.