Czechia vs Italy: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Czechia
- Italy
How they compare
Italy currently reports 40.9% against 39.4% in Czechia, a difference of 1.5%.
The two have swapped places 9 times across 46 shared years of data; in 1971 it was Czechia ahead.
Czechia ranks 11th and Italy ranks 9th of 200 countries.
Across the 5 decades both report, Czechia averaged higher in 3 and Italy in 2.
Head to head by decade
| Decade | Czechia | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 42.5% | 33.3% | 9.3% | Czechia |
| 1980s | 39.3% | 36.7% | 2.6% | Czechia |
| 1990s | 42.2% | 43.4% | 1.1% | Italy |
| 2000s | 40.8% | 32.4% | 8.4% | Czechia |
| 2010s | 41.6% | 41.8% | 0.1% | 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, Czechia or Italy?
- Italy, at 40.9% against 39.4% in Czechia as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Czechia and Italy?
- 1.5%, with Italy ahead.
- How many years of comparable data are there for Czechia and Italy?
- 46 years are reported by both, from 1971 to 2017.
- How do Czechia and Italy rank globally for share of male students in secondary education enrolled in vocational?
- Czechia ranks 11th 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.