Eswatini vs Iraq: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Eswatini
- Iraq
How they compare
Iraq currently reports 5.2% against 5.1% in Eswatini, a difference of 0.1%.
The two have swapped places 1 time across 13 shared years of data; in 1971 it was Eswatini ahead.
Eswatini ranks 127th and Iraq ranks 125th of 200 countries.
Iraq has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eswatini | Iraq | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3.6% | 4.4% | 0.9% | Iraq |
| 1990s | 0.0% | 8.4% | 8.4% | Iraq |
| 2000s | 0.5% | 7.8% | 7.3% | Iraq |
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, Eswatini or Iraq?
- Iraq, at 5.2% against 5.1% in Eswatini as of 2007.
- What is the difference in share of male students in secondary education enrolled in vocational between Eswatini and Iraq?
- 0.1%, with Iraq ahead.
- How many years of comparable data are there for Eswatini and Iraq?
- 13 years are reported by both, from 1971 to 2007.
- How do Eswatini and Iraq rank globally for share of male students in secondary education enrolled in vocational?
- Eswatini ranks 127th and Iraq ranks 125th 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.