Croatia vs Finland: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Croatia
- Finland
How they compare
Finland currently reports 48.8% against 41.5% in Croatia, a difference of 7.3%.
That makes Finland's figure about 1.2 times Croatia's.
The two have swapped places 1 time across 24 shared years of data; in 1993 it was Croatia ahead.
Croatia ranks 6th and Finland ranks 3rd of 200 countries.
Across the 3 decades both report, Croatia averaged higher in 2 and Finland in 1.
Head to head by decade
| Decade | Croatia | Finland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 38.4% | 30.0% | 8.4% | Croatia |
| 2000s | 39.4% | 33.9% | 5.5% | Croatia |
| 2010s | 41.1% | 42.7% | 1.6% | Finland |
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, Croatia or Finland?
- Finland, at 48.8% against 41.5% in Croatia as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Croatia and Finland?
- 7.3%, with Finland ahead.
- How many years of comparable data are there for Croatia and Finland?
- 24 years are reported by both, from 1993 to 2017.
- How do Croatia and Finland rank globally for share of male students in secondary education enrolled in vocational?
- Croatia ranks 6th and Finland ranks 3rd 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.