Iraq vs Uganda: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Iraq
- Uganda
How they compare
Iraq currently reports 5.2% against 4.7% in Uganda, a difference of 0.5%.
That makes Iraq's figure about 1.1 times Uganda's.
The two have swapped places 1 time across 10 shared years of data; in 1975 it was Uganda ahead.
Iraq ranks 125th and Uganda ranks 128th of 200 countries.
Across the 3 decades both report, Iraq averaged higher in 1 and Uganda in 2.
Head to head by decade
| Decade | Iraq | Uganda | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 6.0% | 15.2% | 9.2% | Uganda |
| 1980s | 9.1% | 10.1% | 1.0% | Uganda |
| 2000s | 7.0% | 5.2% | 1.8% | 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, Iraq or Uganda?
- Iraq, at 5.2% against 4.7% in Uganda as of 2007.
- What is the difference in share of male students in secondary education enrolled in vocational between Iraq and Uganda?
- 0.5%, with Iraq ahead.
- How many years of comparable data are there for Iraq and Uganda?
- 10 years are reported by both, from 1975 to 2007.
- How do Iraq and Uganda rank globally for share of male students in secondary education enrolled in vocational?
- Iraq ranks 125th and Uganda ranks 128th 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.