Czechia vs Honduras: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Czechia
- Honduras
How they compare
Czechia currently reports 39.4% against 38.5% in Honduras, a difference of 0.9%.
Across all 10 years both countries report, Czechia has been ahead every year.
Czechia ranks 11th and Honduras ranks 13th of 200 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | Honduras | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 42.6% | 25.7% | 16.8% | Czechia |
| 1990s | 44.0% | 32.0% | 12.0% | Czechia |
| 2010s | 41.1% | 36.0% | 5.1% | Czechia |
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, Czechia or Honduras?
- Czechia, at 39.4% against 38.5% in Honduras as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Czechia and Honduras?
- 0.9%, with Czechia ahead.
- How many years of comparable data are there for Czechia and Honduras?
- 10 years are reported by both, from 1980 to 2017.
- How do Czechia and Honduras rank globally for share of male students in secondary education enrolled in vocational?
- Czechia ranks 11th and Honduras ranks 13th 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.