Bhutan vs Tuvalu: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Bhutan
- Tuvalu
How they compare
Tuvalu currently reports 3.1% against 2.8% in Bhutan, a difference of 0.3%.
That makes Tuvalu's figure about 1.1 times Bhutan's.
The two have swapped places 2 times across 5 shared years of data; in 1998 it was Tuvalu ahead.
Bhutan ranks 150th and Tuvalu ranks 148th of 200 countries.
Across the 2 decades both report, Bhutan averaged higher in 1 and Tuvalu in 1.
Head to head by decade
| Decade | Bhutan | Tuvalu | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.0% | 15.5% | 15.5% | Tuvalu |
| 2010s | 3.0% | 1.5% | 1.6% | Bhutan |
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, Bhutan or Tuvalu?
- Tuvalu, at 3.1% against 2.8% in Bhutan as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Bhutan and Tuvalu?
- 0.3%, with Tuvalu ahead.
- How many years of comparable data are there for Bhutan and Tuvalu?
- 5 years are reported by both, from 1998 to 2018.
- How do Bhutan and Tuvalu rank globally for share of male students in secondary education enrolled in vocational?
- Bhutan ranks 150th and Tuvalu ranks 148th 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.