Chad vs Sudan: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Chad
- Sudan
How they compare
Sudan currently reports 1.7% against 1.3% in Chad, a difference of 0.4%.
That makes Sudan's figure about 1.3 times Chad's.
Across all 16 years both countries report, Sudan has been ahead every year.
Chad ranks 165th and Sudan ranks 162nd of 200 countries.
Sudan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chad | Sudan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.2% | 3.0% | 1.7% | Sudan |
| 2010s | 1.3% | 2.2% | 0.9% | Sudan |
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 Sudan?
- Sudan, at 1.7% 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 Sudan?
- 0.4%, with Sudan ahead.
- How many years of comparable data are there for Chad and Sudan?
- 16 years are reported by both, from 2001 to 2016.
- How do Chad and Sudan rank globally for share of male students in secondary education enrolled in vocational?
- Chad ranks 165th and Sudan ranks 162nd 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.