Grenada vs Myanmar: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Grenada
- Myanmar
How they compare
Myanmar currently reports 0.3% against 0.0% in Grenada, a difference of 0.3%.
The two have swapped places 3 times across 21 shared years of data; in 1971 it was Grenada ahead.
Grenada ranks 184th and Myanmar ranks 182nd of 200 countries.
Across the 5 decades both report, Grenada averaged higher in 3 and Myanmar in 2.
Head to head by decade
| Decade | Grenada | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 11.8% | 1.7% | 10.1% | Grenada |
| 1980s | 0.0% | 0.9% | 0.9% | Myanmar |
| 1990s | 0.0% | 1.1% | 1.1% | Myanmar |
| 2000s | 7.4% | 0.0% | 7.4% | Grenada |
| 2010s | 2.7% | 0.1% | 2.5% | Grenada |
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, Grenada or Myanmar?
- Myanmar, at 0.3% against 0.0% in Grenada as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Grenada and Myanmar?
- 0.3%, with Myanmar ahead.
- How many years of comparable data are there for Grenada and Myanmar?
- 21 years are reported by both, from 1971 to 2016.
- How do Grenada and Myanmar rank globally for share of male students in secondary education enrolled in vocational?
- Grenada ranks 184th and Myanmar ranks 182nd 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.