Croatia vs Italy: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Croatia
- Italy
How they compare
Croatia currently reports 41.5% against 40.9% in Italy, a difference of 0.6%.
The two have swapped places 3 times across 24 shared years of data; in 1993 it was Italy ahead.
Croatia ranks 6th and Italy ranks 9th of 200 countries.
Across the 3 decades both report, Croatia averaged higher in 1 and Italy in 2.
Head to head by decade
| Decade | Croatia | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 38.4% | 43.9% | 5.5% | Italy |
| 2000s | 39.4% | 31.2% | 8.2% | Croatia |
| 2010s | 41.1% | 41.8% | 0.6% | Italy |
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 Italy?
- Croatia, at 41.5% against 40.9% in Italy as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Croatia and Italy?
- 0.6%, with Croatia ahead.
- How many years of comparable data are there for Croatia and Italy?
- 24 years are reported by both, from 1993 to 2017.
- How do Croatia and Italy rank globally for share of male students in secondary education enrolled in vocational?
- Croatia ranks 6th and Italy ranks 9th 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.