IDA only vs Libya: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- IDA only
- Libya
How they compare
Libya currently reports 21.2% against 6.0% in IDA only, a difference of 15.2%.
That makes Libya's figure about 3.5 times IDA only's.
Across all 15 years both countries report, Libya has been ahead every year.
IDA only ranks 40th and Libya ranks 43rd of 45 groups.
Libya has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA only | Libya | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 5.7% | 13.4% | 7.7% | Libya |
| 1980s | 6.9% | 14.2% | 7.4% | Libya |
| 2000s | 5.5% | 21.1% | 15.6% | Libya |
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, IDA only or Libya?
- Libya, at 21.2% against 6.0% in IDA only as of 2003.
- What is the difference in share of male students in secondary education enrolled in vocational between IDA only and Libya?
- 15.2%, with Libya ahead.
- How many years of comparable data are there for IDA only and Libya?
- 15 years are reported by both, from 1971 to 2003.
- How do IDA only and Libya rank globally for share of male students in secondary education enrolled in vocational?
- IDA only ranks 40th and Libya ranks 43rd of 45 groups.
- 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.