Brazil vs Jordan: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Brazil
- Jordan
How they compare
Brazil currently reports 3.7% against 3.6% in Jordan, a difference of 0.1%.
The two have swapped places 3 times across 14 shared years of data; in 1971 it was Brazil ahead.
Brazil ranks 138th and Jordan ranks 140th of 200 countries.
Across the 3 decades both report, Brazil averaged higher in 1 and Jordan in 2.
Head to head by decade
| Decade | Brazil | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 10.9% | 3.6% | 7.3% | Brazil |
| 2000s | 2.6% | 6.7% | 4.1% | Jordan |
| 2010s | 4.1% | 4.5% | 0.5% | Jordan |
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, Brazil or Jordan?
- Brazil, at 3.7% against 3.6% in Jordan as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Brazil and Jordan?
- 0.1%, with Brazil ahead.
- How many years of comparable data are there for Brazil and Jordan?
- 14 years are reported by both, from 1971 to 2017.
- How do Brazil and Jordan rank globally for share of male students in secondary education enrolled in vocational?
- Brazil ranks 138th and Jordan ranks 140th 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.