Barbados vs Oman: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Barbados
- Oman
How they compare
Oman currently reports 0.6% against 0.4% in Barbados, a difference of 0.2%.
That makes Oman's figure about 1.4 times Barbados's.
Across all 22 years both countries report, Oman has been ahead every year.
Barbados ranks 179th and Oman ranks 177th of 200 countries.
Oman has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Barbados | Oman | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 0.5% | 14.6% | 14.0% | Oman |
| 1980s | 0.0% | 8.4% | 8.4% | Oman |
| 1990s | 0.0% | 3.2% | 3.2% | Oman |
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, Barbados or Oman?
- Oman, at 0.6% against 0.4% in Barbados as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Barbados and Oman?
- 0.2%, with Oman ahead.
- How many years of comparable data are there for Barbados and Oman?
- 22 years are reported by both, from 1973 to 1995.
- How do Barbados and Oman rank globally for share of male students in secondary education enrolled in vocational?
- Barbados ranks 179th and Oman ranks 177th 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.