Australia vs Czechia: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Australia
- Czechia
How they compare
Australia currently reports 41.0% against 39.4% in Czechia, a difference of 1.6%.
The two have swapped places 1 time across 8 shared years of data; in 1993 it was Czechia ahead.
Australia ranks 8th and Czechia ranks 11th of 200 countries.
Across the 2 decades both report, Australia averaged higher in 1 and Czechia in 1.
Head to head by decade
| Decade | Australia | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 41.4% | 44.3% | 2.9% | Czechia |
| 2010s | 42.3% | 40.1% | 2.2% | Australia |
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, Australia or Czechia?
- Australia, at 41.0% against 39.4% in Czechia as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Australia and Czechia?
- 1.6%, with Australia ahead.
- How many years of comparable data are there for Australia and Czechia?
- 8 years are reported by both, from 1993 to 2017.
- How do Australia and Czechia rank globally for share of male students in secondary education enrolled in vocational?
- Australia ranks 8th and Czechia ranks 11th 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.