Chad vs Lesotho: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Chad
- Lesotho
How they compare
Lesotho currently reports 1.6% against 1.3% in Chad, a difference of 0.3%.
That makes Lesotho's figure about 1.2 times Chad's.
The two have swapped places 5 times across 23 shared years of data; in 1971 it was Chad ahead.
Chad ranks 165th and Lesotho ranks 163rd of 200 countries.
Across the 5 decades both report, Chad averaged higher in 3 and Lesotho in 2.
Head to head by decade
| Decade | Chad | Lesotho | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 14.1% | 7.8% | 6.3% | Chad |
| 1980s | 7.3% | 4.7% | 2.6% | Chad |
| 1990s | 3.3% | 1.6% | 1.7% | Chad |
| 2000s | 1.5% | 1.8% | 0.2% | Lesotho |
| 2010s | 1.3% | 2.4% | 1.1% | Lesotho |
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, Chad or Lesotho?
- Lesotho, at 1.6% against 1.3% in Chad as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Chad and Lesotho?
- 0.3%, with Lesotho ahead.
- How many years of comparable data are there for Chad and Lesotho?
- 23 years are reported by both, from 1971 to 2015.
- How do Chad and Lesotho rank globally for share of male students in secondary education enrolled in vocational?
- Chad ranks 165th and Lesotho ranks 163rd 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.