Cambodia vs Saint Lucia: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Cambodia
- Saint Lucia
How they compare
Cambodia currently reports 2.2% against 1.9% in Saint Lucia, a difference of 0.3%.
That makes Cambodia's figure about 1.2 times Saint Lucia's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Saint Lucia ahead.
Cambodia ranks 157th and Saint Lucia ranks 160th of 200 countries.
Saint Lucia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in secondary education enrolled in vocational, Cambodia or Saint Lucia?
- Cambodia, at 2.2% against 1.9% in Saint Lucia as of 2008.
- What is the difference in share of male students in secondary education enrolled in vocational between Cambodia and Saint Lucia?
- 0.3%, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Saint Lucia?
- 5 years are reported by both, from 2003 to 2008.
- How do Cambodia and Saint Lucia rank globally for share of male students in secondary education enrolled in vocational?
- Cambodia ranks 157th and Saint Lucia ranks 160th 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.