Aruba vs Ecuador: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Aruba
- Ecuador
How they compare
Aruba currently reports 16.5% against 15.9% in Ecuador, a difference of 0.6%.
The two have swapped places 3 times across 13 shared years of data; in 1999 it was Aruba ahead.
Aruba ranks 60th and Ecuador ranks 63rd of 200 countries.
Across the 3 decades both report, Aruba averaged higher in 2 and Ecuador in 1.
Head to head by decade
| Decade | Aruba | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 24.8% | 16.3% | 8.5% | Aruba |
| 2000s | 21.6% | 20.3% | 1.3% | Aruba |
| 2010s | 18.1% | 19.3% | 1.2% | Ecuador |
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, Aruba or Ecuador?
- Aruba, at 16.5% against 15.9% in Ecuador as of 2012.
- What is the difference in share of male students in secondary education enrolled in vocational between Aruba and Ecuador?
- 0.6%, with Aruba ahead.
- How many years of comparable data are there for Aruba and Ecuador?
- 13 years are reported by both, from 1999 to 2012.
- How do Aruba and Ecuador rank globally for share of male students in secondary education enrolled in vocational?
- Aruba ranks 60th and Ecuador ranks 63rd 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.