Azerbaijan vs Singapore: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Azerbaijan
- Singapore
How they compare
Azerbaijan currently reports 15.1% against 14.5% in Singapore, a difference of 0.6%.
Across all 7 years both countries report, Singapore has been ahead every year.
Azerbaijan ranks 66th and Singapore ranks 68th of 200 countries.
Singapore has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Azerbaijan | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 10.0% | 13.6% | 3.6% | Singapore |
| 1990s | 6.1% | 13.9% | 7.8% | Singapore |
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, Azerbaijan or Singapore?
- Azerbaijan, at 15.1% against 14.5% in Singapore as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Azerbaijan and Singapore?
- 0.6%, with Azerbaijan ahead.
- How many years of comparable data are there for Azerbaijan and Singapore?
- 7 years are reported by both, from 1981 to 1995.
- How do Azerbaijan and Singapore rank globally for share of male students in secondary education enrolled in vocational?
- Azerbaijan ranks 66th and Singapore ranks 68th 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.