Gibraltar vs Samoa: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Gibraltar
- Samoa
How they compare
Gibraltar currently reports 0.0% against 0.0% in Samoa, a difference of 0.0%.
Across all 6 years both countries report, Gibraltar has been ahead every year.
Gibraltar ranks 184th and Samoa ranks 184th of 200 countries.
Gibraltar has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Gibraltar | Samoa | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 5.4% | 3.6% | 1.8% | Gibraltar |
| 1980s | 4.6% | 2.0% | 2.6% | Gibraltar |
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, Gibraltar or Samoa?
- Gibraltar, at 0.0% against 0.0% in Samoa as of 2009.
- What is the difference in share of male students in secondary education enrolled in vocational between Gibraltar and Samoa?
- 0.0%, with Gibraltar ahead.
- How many years of comparable data are there for Gibraltar and Samoa?
- 6 years are reported by both, from 1975 to 1980.
- How do Gibraltar and Samoa rank globally for share of male students in secondary education enrolled in vocational?
- Gibraltar ranks 184th and Samoa ranks 184th 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.