Germany vs Latvia: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Germany
- Latvia
How they compare
Latvia currently reports 23.3% against 23.1% in Germany, a difference of 0.2%.
The two have swapped places 1 time across 26 shared years of data; in 1992 it was Germany ahead.
Germany ranks 40th and Latvia ranks 39th of 200 countries.
Across the 3 decades both report, Germany averaged higher in 2 and Latvia in 1.
Head to head by decade
| Decade | Germany | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 28.8% | 20.7% | 8.1% | Germany |
| 2000s | 23.7% | 19.5% | 4.2% | Germany |
| 2010s | 22.5% | 26.2% | 3.7% | Latvia |
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, Germany or Latvia?
- Latvia, at 23.3% against 23.1% in Germany as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Germany and Latvia?
- 0.2%, with Latvia ahead.
- How many years of comparable data are there for Germany and Latvia?
- 26 years are reported by both, from 1992 to 2017.
- How do Germany and Latvia rank globally for share of male students in secondary education enrolled in vocational?
- Germany ranks 40th and Latvia ranks 39th 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.